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Chapter 08
Socioemotional Development in Middle and Late Childhood
1. During the elementary years, a child’s self-understanding includes increasing references to all of the following EXCEPT:
A. psychological characteristics
B. social comparison.
C. social aspects.
D. physical characteristics.
Page: 223
APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom's Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 8.1: Discuss emotional and personality development in middle and late childhood.
Topic: Self-Understanding
2. In terms of self-understanding, children in late childhood are more likely than children in early childhood to:
A. compare themselves with others.
B. refrain from social comparison.
C. use physical characteristics to describe themselves.
D. use outer states to describe themselves.
Page: 223
APA LO: 1.1
Bloom's Taxonomy: Remember
Difficulty Level: Easy
3. Vanessa wants to tell her mother about something funny her teacher said, but she can see that her mother is really focused on driving in heavy traffic.
Vanessa is showing her ability for _____ by choosing to not interrupt her mother’s concentration.
A. moral reasoning
B. self-efficacy
C. perspective taking
D. executive function
Page: 223
APA LO: 1.3
Bloom's Taxonomy: Apply
Difficulty Level: Hard
4. Which of the following statements about perspective taking is FALSE?

A. As perspective-taking abilities increase, children’s level of skepticism of others’ claims decreases.
B. Children exhibit cognitive flexibility when engaging in perspective taking.
C. Perspective taking has been linked to executive function.
D. Children exhibit cognitive inhibition when engaging in perspective taking.
Page: 223
APA LO: 1.2
5. A recent study found that six- to nine-year-olds were ____ skeptical of others’ distorted claims than were younger children.
A. more
B. equally
C. slightly less
D. dramatically less
Page: 224
APA LO: 1.1
8-1
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6. Which of the following terms refers to self-evaluations in the specific domains of an individual’s life?
A. Self-concept
B. Self-esteem
C. Self-awareness
D. Self-control
Page: 224
APA LO: 1.1
Topic: Self-Esteem
7. References to self-worth or self-image are global evaluations categorized as _____, whereas domain-specific evaluations are categorized as _____.
A. self-efficacy; self-regulation
B. self-regulation; self-efficacy
C. self-esteem; self-concept
D. self-concept; self-esteem
Page: 224
APA LO: 1.2
Topic: Self-Esteem
8. When Joel met his new teacher, he said, “I struggle with everything.” When she asked, “What about at school? Is there a subject you like or you are
good in?” Joel replied, “No, I’m always behind.” Joel’s overall self-assessment reflects his:
A. self-control.
B. self-esteem.
C. self-regulation.
D. self-concept.
Page: 224
APA LO: 1.3
Topic: Self-Esteem
9. When Mary started third grade, her teacher asked students to write something about themselves. Mary wrote, “I’m a good person.” This observation
reflects Mary’s:
A. self-control.
B. self-concept.
C. self-efficacy.
D. self-esteem.
Page: 224
APA LO: 1.3
Topic: Self-Esteem
10. At the “Meet Your Teacher” day before the school year started, Robert met Ms. Taylor. She asked, “So Robert, tell me something about you.” He
responded, “I’m good in math but my printing is bad.” Robert is revealing his:
A. self-control.
B. self-concept.
C. self-efficacy.
D. self-esteem.
Page: 224
APA LO: 1.3
Topic: Self-Esteem
11. At the “Meet Your Teacher” day before the school year started, Harish met Ms. Keppel. She asked, “So Harish, tell me something about you.” He
responded, “I was the best in my class last year, and picked for the All-Star Regional Soccer Team. I can accomplish anything I want to do.” Harish is
8-2
revealing his:
A. self-concept.
B. self-control.
C. self-efficacy.
D. self-esteem.
Page: 224
APA LO: 1.3
Topic: Self-Esteem
12. The correlation between self-esteem and school performance is:

A. very low.
B. moderate.
C. high.
D. very high.
Page: 224
APA LO: 1.1
Topic: Self-Esteem
13. Consistently praising children for mediocre or even poor performance can lead to _____, which may cause children with _____ self-esteem to avoid
important learning experiences.
A. an inflated self-esteem; low
B. an inflated self-esteem; high
C. a diminished self-esteem; low
D. a diminished self-esteem; high
Page: 225
APA LO: 1.2
Topic: Self-Esteem
14. Gisela’s parents routinely give her praise for everything she does, even if it is not very good. No matter how poor her performance, she is always “a
winner”! As a result, Gisela tends to avoid attempting tasks that are:
A. easy.
B. boring.
C. challenging.
D. social.
Page: 225
APA LO: 1.3
Topic: Self-Esteem
15. Many of today’s children grow up receiving praise for mediocre or even poor performance. What could be a possible consequence of this?
A. They tend to undervalue the rewards that assertiveness and ambition can bring.
B. The increased self-esteem produces better school performance.
C. They are increasingly prone to delinquency and truancy.
D. They may get upset easily when they lose a competition or receive a critique of their performance.
Page: 225
APA LO: 1.2
Topic: Self-Esteem
16. When working with at-risk children with low self-esteem, it is important to remember that children feel the best about themselves when:
A. they are challenged in many areas.
B. they perform well in areas that are important to them.
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C. they are extrinsically rewarded by role models.
D. they are encouraged to forget about the problems they face.
Page: 225
APA LO: 1.2
Topic: Self-Esteem
17. The belief that one can master a situation and produce favorable outcomes is called:
A. self-concept.
B. self-confidence.
C. self-efficacy.
D. self-esteem.
Page: 225
APA LO: 1.1
Topic: Self-Efficacy
18. Mark’s daughter wants to start taking guitar lessons. He believes her when she says, “I know it will be hard and take a long time, but I know I can
learn to play hard songs.” Mark’s daughter is high in:
A. self-concept.
B. self-regulation.
C. self-efficacy.
D. self-awareness.
Page: 225
APA LO: 1.3
19. _____ is the belief that “I can”; _____ is the belief that “I cannot.”
A. Self-awareness; despair
B. Self-awareness; helplessness
C. Self-efficacy; despair
D. Self-efficacy; helplessness
Page: 225
APA LO: 1.2
20. Vilma’s son wants to join in a community effort to create a park out of an abandoned lot. When she points out to him that it will probably involve
boring, labor-intensive work, his response is, “I know that, but I have a lot of energy and I’m strong. I know I can make the work go faster.” Vilma’s son
is high in:
A. self-concept.
B. self-regulation.
C. self-efficacy.
D. self-awareness.
Page: 225
APA LO: 1.3
21. Santos is dreading the start of the school year because he is convinced he will never be able to read well. A student who says, “I just don’t read well
and I never will,” is exhibiting:
A. high self-efficacy.
B. low self-efficacy.
C. high self-regulation.
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D. low self-regulation.
Page: 226
APA LO: 1.3
22. Which of the following is TRUE of Dale Schunk’s findings about students with high self-efficacy?
A. They are less likely than students with low self-efficacy to expend effort on learning tasks.
B. They frequently experience helplessness.
C. They persist longer at learning tasks than students with low self-efficacy.
D. They avoid learning tasks, especially those that are challenging.
Page: 226
APA LO: 1.2
23. Which of the following statements about self-regulation is FALSE?

A. It is linked to developmental advances in the brain’s prefrontal cortex.
B. It is characterized by deliberate efforts to manage one’s behavior.
C. It leads to increased social competence and achievement.
D. It is characterized by an impulsiveness to perform challenging tasks.
Page: 226
APA LO: 1.2
Topic: Self-Regulation
24. Darren is a 12-year-old active boy. Sometimes when his friend Simon cheats in a game, he tends to get irritated. However, Darren controls his anger
and tries explaining to Simon why it is bad practice to cheat. Darren is displaying his:
A. self-esteem.
B. self-regulation.
C. self-concept.
D. self-efficacy.
Page: 226
APA LO: 1.3
25. Angela is developing the habit of doing her homework as soon as she gets home. Today she was tempted to go outside and play with her dog, and she
actually got up from the table for a few seconds, but then thought better of it and sat back down. Angela is displaying her:
A. self-esteem
B. self-regulation
C. self-concept
D. self-efficacy
Page: 226
APA LO: 1.3
26. Erik Erikson’s fourth stage of development, appearing during middle and late childhood, is called:
A. industry versus inferiority.
B. trust versus mistrust.
C. initiative versus guilt.
D. autonomy versus shame and doubt.
Page: 226
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APA LO: 1.1
Topic: Industry versus Inferiority
27. Justin, age 12, cannot get his science project to work. In fact, it seems to him that nothing he makes ever works properly. Like usual, Justin decides
to give up and just take the bad grade. According to Erik Erikson, Justin is at risk for developing a sense of:
A. stagnation.
B. inferiority.
C. shame and doubt.
D. identity diffusion.
Page: 226
APA LO: 1.3
28. Mariel wants to know how everything works, and if you aren’t keeping an eye on her, she will start taking things apart to see what’s inside. If there
is a knob to turn or door to open, she will do it! Mariel is typical of a child developing what Erik Erikson called:
A. autonomy.
B. industry.
C. self-efficacy.
D. self-regulation.
Page: 226
APA LO: 1.3
29. Julio wants to build a doghouse. His parents help him pick out materials and go over the plans. They let him build it, and only intervened when he
had a question. The result wasn’t perfect, but it was functional. Using Erik Erikson’s vocabulary, Julio’s parents are helping him develop:
A. industry.
B. autonomy.
C. self-regulation.
D. self-efficacy.
Page: 226
APA LO: 1.3
30. According to Erik Erikson, parents who continually see their children’s efforts at making things as “mischief” or “making a mess,” and
communicate this to their children often, will tend to foster a sense of _____ in their children.
A. helplessness
B. stagnation
C. shame and doubt
D. inferiority
Page: 226
APA LO: 1.2
31. Recent studies found that _____ was a protective factor for children growing up in low-socioeconomic-status conditions.
A. self-regulation
B. low self-esteem
C. perspective taking
D. industry
Page: 226
APA LO: 1.1
8-6
32. Which of the following was NOT listed as an important change in the emotional development of school-age children?
A. Improved emotional understanding
B. Reacting impulsively
C. The use of self-initiated strategies for redirecting feelings
D. A capacity for genuine empathy
Page: 226
APA LO: 1.2
Topic: Emotional Development
33. Which of the following was NOT listed as an important change in the emotional development of school-age children?
A. Increased understanding that more than one emotion can be experienced in a particular situation
B. Ability to move quickly from one emotion to another
C. Ability to suppress negative emotional reactions
D. Use of self-initiated strategies for redirecting feelings
Page: 226
APA LO: 1.2
34. Olivia was very upset when she found out her dog had been hit by a car while she was at school. Over the next few days she tried hard to think of
something else whenever she remembered her dog, with the goal of not crying. By learning to soothe herself, Olivia is showing emotional growth in the:
A. understanding that more than one emotion can be experienced in a particular situation.
B. capacity for genuine empathy.
C. ability to suppress negative emotional reactions.
D. use of self-initiated strategies for redirecting feelings.
Page: 226
APA LO: 1.3
35. Pham, a fifth grader, just gave a report in front of the class. After his report some of the students made fun of him. Although in the past Pham would
have been upset and shown his anger, this time he did not react to his classmates. Pham is exhibiting a(n):
A. understanding that more than one emotion can be experienced in a particular situation.
B. capacity for genuine empathy.
C. ability to suppress negative emotional reactions.
D. use of self-initiated strategies for redirecting feelings.
Page: 226
APA LO: 1.3
36. Keith is trying to help his son, Judd, deal with the devastating floods that left 40,000 people in the Midwest homeless. Judd’s mother and two sisters
were among those who lost their homes and all of their belongings in this natural disaster. One strategy Keith should NOT implement is to:
A. allow his son to tell and retell the details of the event.
B. encourage his son to talk about his nightmares.
C. allow his child to watch repeated news footage of the tragedy.
D. reassure his son that this type of tragedy is rare, and that he is safe.
Page: 228
APA LO: 1.3
8-7
Topic: Coping with Stress
37. Kohlberg believed that development from one moral stage to the next was prompted by opportunities for perspective taking and:
A. self-efficacy.
B. empathy.
C. the conflict between an individual’s stable self-concept and shifting self-esteem.
D. the conflict between an individual’s current stage and the challenge posed by reasoning from someone at a higher level.
Page: 228
APA LO: 1.1
Topic: Kohlberg’s Theory
38. Megan wants to get a cookie before dinner, but she knows that’s against her mother’s rules. As she is considering getting a cookie she can hear her
mother walking toward the kitchen where the cookie jar is. Realizing she would probably get caught and punished, Megan decides to leave the kitchen
without a cookie. According to Kohlberg, which level of moral development is Megan currently in?
A. Preconventional reasoning
B. Conventional reasoning
C. Formal conventional reasoning
D. Postconventional reasoning
Page: 229
APA LO: 1.3
Topic: Kohlberg’s Stages
39. Conrad is in a hurry to get home, driving well over the speed limit on a section of road where he seldom sees any law enforcement vehicles. After
turning on a busier road where law enforcement patrol often sits, Conrad slows down because he is worried about getting a ticket. According to
Kohlberg, Conrad is operating in the _____ stage.
A. heteronomous morality
B. individualism, instrumental purpose, and exchange
C. mutual interpersonal expectations, relationships, and interpersonal conformity
D. social systems morality
Page: 229
APA LO: 1.3
40. According to Kohlberg, when we stop making decisions based on “I’ll do something for you if you’ll do something for me” and progress to the next
stage, we are moving into the _____ stage.
A. heteronomous morality
C. mutual interpersonal expectations, relationships, and interpersonal conformity
D. social systems morality
Page: 229
APA LO: 1.2
41. According to Kohlberg’s theory of moral development, during which of the following stages do people pursue their own interests but also let others
do the same?
A. Social contract or utility and individual rights
B. Individualism, instrumental purpose, and exchange
C. Punishment and obedience orientation
D. Social systems morality
Page: 229
APA LO: 1.1
8-8
42. Clarissa thinks that people should be nice to others so that others are nice in return. According to Kohlberg’s theory of moral development, which
stage is Clarissa currently in?
A. Social systems morality
C. Social contract or utility and individual rights
D. Mutual interpersonal expectations, relationships, and interpersonal conformity
Page: 229
APA LO: 1.3
43. Fausto is in a disagreement with his older brother. He says, “I don’t get mad; I get even! If you mess up my bike then I’m going to mess up yours!”
According to Kohlberg’s theory of moral development, which stage is Fausto currently in?
A. Social systems morality
C. Social contract or utility and individual rights
D. Mutual interpersonal expectations, relationships, and interpersonal conformity
Page: 229
APA LO: 1.3
44. Tapi believes that all human beings have certain inalienable rights that need to be protected. She believes that the current law in her country that
prohibits interracial marriage is unfair and should be changed. According to Kohlberg, which of the following describes Tapi’s level of moral
reasoning?
A. Postconventional
B. Conventional
C. Preconventional
D. Universal
Page: 229
APA LO: 1.3
45. Children and adolescents who choose their actions based on wanting to be seen as “good girls” or “good boys” by the important people in their lives
are displaying:
A. social systems morality.
B. individualism, instrumental purpose, and exchange.
C. social contract or utility and individual rights.
D. mutual interpersonal expectations, relationships, and interpersonal conformity.
Page: 229
APA LO: 1.2
46. Which of the following stages of Kohlberg’s theory of moral development is characterized by moral judgments based on understanding the social
order, law, justice, and duty?
A. Individualism, instrumental purpose, and exchange
B. Social systems morality
C. Universal ethical principles
D. Social contract or utility and individual rights
8-9
Page: 229
APA LO: 1.1
47. When asked why she participated with other students in a protest against treatment of women on her campus, Kai says that all human beings should
have equal rights. According to Kai, the university has rules that treat women unfairly and she is morally against such discriminatory practices. What is
Kai’s likely moral level according to Lawrence Kohlberg?
A. Postconventional reasoning
C. Unconventional reasoning
D. Preconventional reasoning
Page: 229
APA LO: 1.3
48. In which of Kohlberg’s levels do individuals shift from desiring to be admired in the eyes of important people in their lives to focusing on what is
good for the most people?
A. Preconventional reasoning
C. Formal conventional reasoning
D. Postconventional reasoning
Page: 229
APA LO: 1.2
49. Ava’s friends were trying to get her to shoplift a small bottle of nail polish but she refused. All Ava could think about was how disappointed her
grandmother would be if she heard that Ava had shoplifted. She wouldn’t risk disappointing her grandmother in that way. Kohlberg would say Ava is
reasoning at the _____ stage.
A. social systems morality
C. social contract or utility and individual rights
D. mutual interpersonal expectations, relationships, and interpersonal conformity
Page: 229
APA LO: 1.3
50. Alexander gets very upset when he sees another student stealing books from the bookstore. When confronting the student, Alexander said, “What if
everyone started stealing things all over campus? The place would shut down. The campus couldn’t function that way.” Kohlberg would say Alexander
is reasoning at the _____ stage.
Page: 229
APA LO: 1.3
51. When Mason’s father was pulled over by law enforcement for not stopping at a red light, the officer said, “We cannot have people ignoring the
traffic signs and signals. Our community couldn’t function or protect its citizens if that happened.” Kohlberg would say the officer is thinking in the
_____ stage.
8-10
Page: 229
APA LO: 1.3
52. Sarah is listening to her parents debate the morality of stealing items from already destroyed businesses during a natural disaster. They are
discussing the importance of maintaining law and order when faced with stealing food or medicines to survive. Kohlberg would say this debate reflects
thinking in the _____ stage.
Page: 229
APA LO: 1.3
53. When faced with a conflict between law and conscience, a person who is at the _____ stage in Kohlberg’s theory of moral development will follow
conscience, even though the decision might involve personal risk.
A. universal ethical principles
B. social systems morality
C. individualism, instrumental purpose, and exchange
D. punishment and obedience orientation
Page: 229
APA LO: 1.1
54. In terms of moving up in moral development stages, Kohlberg believed cognitive development:
A. was not needed.
B. was all that was needed.
C. was foundational and came before increases in moral development.
D. was foundational and came simultaneously or after increases in moral development.
Page: 230
APA LO: 1.2
55. Which of the following statements represents a criticism of Lawrence Kohlberg’s theory of moral development?
A. Kohlberg’s theory is based on the prevention of suffering of others.
B. Compassion is given too much importance in Kohlberg’s theory.
C. There is too much emphasis on moral thought and not enough emphasis on moral behavior.
D. There is no emphasis on the need for justice in matters of morality.
Page: 230
APA LO: 1.2
Topic: Kohlberg’s Critics
56. Carol Gilligan, known for her perspective of care, has criticized Lawrence Kohlberg’s theory of moral development because:
A. it is based on a male norm that puts abstract principles above relationships.
B. it does not recognize higher-level moral reasoning in certain cultural groups.
C. Kohlberg underestimated the contribution of family relationships to moral development.
8-11
D. it places too much emphasis on moral thought and not enough emphasis on moral behavior.
Page: 231
APA LO: 1.2
57. According to Carol Gilligan, Kohlberg’s theory puts _____ at the heart of morality, and she would prefer to have _____ at the heart of morality.
A. cognition; emotion
B. care; justice
C. emotion; cognition
D. justice; care
Page: 231
APA LO: 1.1
58. A _____ perspective toward morality views people in terms of their connectedness with others and emphasizes interpersonal communication,
relationships with others, and concern for others.
A. justice
B. care
C. community
D. collaborative
Page: 231
APA LO: 1.1
59. The criticism of Kohlberg is that his theory assumes that people think about moral conflicts all the time, and the reality is that moral thinking
involves a gut reaction to an event. After encountering something that is immoral, people then try to cognitively justify their reactions. This is the _____
criticism.
A. culture versus family
B. justice versus care
C. conscious/deliberate versus unconscious/automatic
D. moral thought versus moral behavior
Page: 231
APA LO: 1.2
60. Fernando doesn’t cut in line, he raises his hand in class before talking, and stops his car at stop signs on the road. He focuses on conventional rules
that have been established by social consensus in order to control behavior and maintain the social system. Which of the following best describes
Fernando’s reasoning?
A. Prosocial reasoning
B. Moral reasoning
C. Social consensus reasoning
D. Social conventional reasoning
Page: 232
APA LO: 1.3
61. All of the following are true regarding social conventional and moral reasoning EXCEPT:
A. there are sanctions for violating social conventional rules.
B. moral rules are obligatory and somewhat impersonal.
C. social conventional rules are arbitrary and can be changed by consensus.
8-12
D. violating social conventional rules are usually more serious than violating moral rules.
Page: 232
APA LO: 1.2
62. Children’s sharing comes to reflect a more complex sense of what is just and right during:
A. middle and late infancy.
B. late infancy.
C. middle and late childhood.
D. early adolescence.
Page: 232
APA LO: 1.1
63. Broad categories that reflect general impressions and beliefs about males and females, such as “math is for boys and reading is for girls,” that then
set up expectations that all boys should be good at math and any boy who likes to read is feminine, are known as gender:
A. identities.
B. types.
C. stereotypes.
D. roles.
Page: 233
APA LO: 1.2
Topic: Gender Stereotypes
64. Which of the following statements about gender stereotyping is FALSE?

A. Girls’ gender stereotypes are more rigid than boys’ gender stereotypes.
B. Until about seven to eight years of age, gender stereotyping is extensive.
C. Gender stereotypes still exist for both children and adults.
D. Across the elementary school years, children become more flexible in their gender attitudes.
Page: 233
APA LO: 1.2
65. One area of math in which boys were found to be better at is:
A. advanced calculus.
B. numeracy skills.
C. visuospatial skills.
D. computation skills.
Page: 234
APA LO: 1.1
Topic: Gender Similarities and Differences
66. In terms of gender differences, a recent international study involving 65 countries found that:
A. boys were better in science reading and girls were better with poetry interpretation.
B. boys and girls were well matched in terms of reading achievement.
C. boys had higher reading achievement than girls.
D. girls had higher reading achievement than boys.
Page: 234
APA LO: 1.2
8-13
67. Which of the following is not true regarding gender and school contexts?
A. Boys get better grades.
B. Boys are more likely to drop out of school.
C. Girls complete high school at a higher rate.
D. Boys are more likely to be in special/remedial education classes.
Page: 234
APA LO: 1.2
68. Which of the following is not true regarding gender differences in the use of aggression?
A. Relational aggression comprises a greater percentage of girls’ overall aggression.
B. Boys are more physically aggressive than girls.
C. No gender differences are found in verbal aggression.
D. Girls report experiencing and expressing more anger than boys.
Page: 235
APA LO: 1.2
69. Across childhood and adolescence, research suggests that:

A. girls engage in more prosocial behavior.
B. boys engage in more prosocial behavior.
C. boys are more likely to share than girls
D. boys show more kindness than girls.
Page: 236
APA LO: 1.2
70. Which of the following is TRUE regarding the differences in helping behavior of males versus females?
A. Females are helpful irrespective of the situation.
B. Males are more helpful when the context is masculine in nature.
C. Males are more likely to engage in caregiving behavior.
D. Females are more likely to help in dangerous situations when the other person involved is a female.
Page: 236
APA LO: 1.2
Topic: Gender in Context
71. An individual who has both positive feminine and positive masculine characteristics is called:
A. disordered.
B. androgynous.
C. nondistinct.
D. binary.
Page: 236
APA LO: 1.2
Topic: Gender in Context
8-14
72. Which of the following techniques will parents tend NOT to use to discipline elementary school children?
A. Coercive holding
B. Deprivation of privileges
C. Appeals to the child’s self-esteem
D. Comments designed to increase the child’s sense of guilt
Page: 237
APA LO: 1.1
Learning Objective: 8.2: Describe developmental changes in parent-child relationships, parents as managers, attachment in families, and stepfamilies.
Topic: Parent-Child Relationships
73. During the time of _____, children are allowed to engage in moment-to-moment self-regulation while parents continue to exercise general
supervision and control.
A. deregulation
B. socioregulation
C. coregulation
D. primitive attachment
Page: 238
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74. Which of the following is a key developmental task as children move toward autonomy?
A. Regulating to have complete control over their own lives
B. Learning to relate to adults outside the family on a regular basis
C. Learning to live with deprivation of privileges
D. Exercising supervision and control of younger siblings
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75. Which of the following is FALSE regarding developmental changes in parent–child relationships?
A. Elementary schoolchildren tend to receive more physical discipline than they did as preschoolers.
B. During middle and late childhood, parental control changes to coregulation along with the child.
C. Mothers are more likely than fathers to engage in a managerial role in parenting.
D. During middle and late childhood, children are allowed to engage in moment-to-moment self-regulation.
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76. Angie’s mother allows her to schedule her own study and relaxation times, with the expectation that Angie must continue doing well in school and
must discuss her activities with her mother ahead of time. Her mother checks on Angie’s school progress frequently and also talks to her about her social
life and problems. This approach is called:
A. boundary ambiguity.
B. latchkey control.
C. unilateral control.
D. coregulation.
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77. _____ are more likely to be the ones who organize the family environment and monitor a child’s behavior.
A. Mothers
8-15
B. Fathers
C. Grandmothers
D. Babysitters
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78. Researchers have found that family management practices are positively related to:
A. students’ grades and self-responsibility.
B. emotional and behavioral problems.
C. lack of autonomy.
D. school-related problems.
Page: 238
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Topic: Parents as Managers
79. Kathryn Kerns and her colleagues have found that during the middle and late childhood years, _____ is associated with a lower level of internalized
symptoms, anxiety, and depression in children.
A. sense of industry
B. insecure attachment
C. secure attachment
D. sense of inferiority
Page: 238
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Topic: Attachment
80. Which of the following is FALSE regarding stepfamilies?

A. There are more infants and preschool children in stepfamilies than older children.
B. Divorces occur at a 10% higher rate in remarriages than in first marriages.
C. About half of all children whose parents divorce will have a stepparent within four years after the separation.
D. Only one-third of stepfamily couples remain married.
Page: 238
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Topic: Stepfamilies
81. Which of the following statements about stepfamilies is FALSE?

A. The largest number of stepfamilies is preceded by death of a spouse.
B. In stepmother families, the father usually has custody of his children.
C. In stepfather families, the mother usually has custody of her children.
D. In blended families, both parents bring children from previous marriages to the newly formed stepfamily.
Page: 238
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Topic: Stepfamilies
82. In one analysis, _____ of children in stepfamilies show adjustment problems, compared with _____ in intact, never-divorced families.
A. 25%; 10%
B. 10%; 25%
C. 3%; 10%
D. 10%; 3%
8-16
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Topic: Stepfamilies
83. Of the adolescents in long-established simple stepfamilies, _____ described their relationships with their stepparents as “close” or “very close.”
A. 10% to 25%
B. 25% to 50%
C. 50% to 75%
D. more than 75%
Page: 239
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Topic: Stepfamilies
84. Erica, who has two children, marries Wayne, who has a daughter from a previous marriage. They decide that all three children will live primarily
with them. After the union, their family will be considered a _____ stepfamily.
A. complex
B. segregated
C. simple
D. mixed
Page: 239
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Topic: Stepfamilies
85. Liam, a middle-school boy, is well liked by his peers. He has a wide circle of friends and continues to develop mature social skills. His parents are
thrilled to learn that research has linked peer competence at his age to:
A. better satisfaction in marriage in early adulthood.
B. less depression in middle adulthood.
C. better job performance in middle adulthood.
D. better relationships with coworkers in early adulthood.
Page: 239
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Learning Objective: 8.3: Identify changes in peer relationships in middle and late childhood.
Topic: Peer Relations
86. Which of the following statements about peer groups and peer interactions in middle and late childhood is TRUE?
A. Children in middle and late childhood spend approximately 30% of their time with peers.
B. The size of the peer group decreases with the age of the child.
C. Children under 12 years of age prefer mixed-sex peer groups to same-sex peer groups.
D. As children move through middle and late childhood, peer interactions are more closely supervised by adults.
Page: 240
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Topic: Peer Relations
87. The term that describes the extent to which children are liked or disliked by their peer group is:
A. psychometric status.
B. socioeconomic status.
C. popularity status.
D. sociometric status.
Page: 240
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8-17
Topic: Peer Status
88. Among the types of sociometric statuses, _____ and _____ children are infrequently nominated as someone’s best friend.
A. rejected; controversial
B. rejected; average
C. neglected; controversial
D. rejected; neglected
Page: 240
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Topic: Peer Status
89. Bellah sits in the back of the room, and very few of the children in class ever speak to him. He does not have any best friends or enemies among his
classmates. He isn’t directly picked on or bullied, but most of the time he feels invisible. Which of the following is Bellah’s probable sociometric status?
A. Popular
B. Neglected
C. Rejected
D. Controversial
Page: 240
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Topic: Peer Status
90. Most of Blanca’s classmates call her a “bully,” and many say that they “don’t like her at all.” Very few children consider her to be a friend. Which
of the following is Blanca’s probable sociometric status?
A. Popular
B. Neglected
C. Rejected
D. Controversial
Page: 240
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Topic: Peer Status
91. Christopher has been diagnosed with conduct problems. He has trouble focusing and paying attention, and once he gets confused he gets angry and
frustrated. It’s best when he’s angry to let him sit in the hallway, outside of the classroom, because it’s hard for him to regain composure. Based on those
characteristics, it is likely Christopher’s probable sociometric status is _____.
A. popular
B. neglected
C. rejected
D. controversial
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Topic: Peer Status
92. Denise is among the _____ children. She is always in a good mood, supports her friends when they are struggling, and is a good listener.
A. rejected
B. controversial
C. average
D. popular
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8-18
Topic: Peer Status
93. Ayden is rarely nominated as someone’s best friend. Many children in his class report actively disliking him because he is hard to get along with. He
can be very impulsive and gets angry easily. He would be classified as a(n) _____ child.
A. controversial
B. rejected
C. neglected
D. average
Page: 240
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Topic: Peer Status
94. When Mr. Tucker came in to conduct research on the fifth-grade class, he found that Gavin received about the same number of positive ratings and
negative ratings by his peers. He would be classified as a(n) _____ child.
A. controversial
B. rejected
C. neglected
D. average
Page: 240
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Topic: Peer Status
95. Daniel is one of the children that you either really enjoy or you don’t. He has several good friends at school, but he also has some who avoid
interacting with him. His sociometric status is most likely to be:
A. controversial.
B. average.
C. neglected.
D. rejected.
Page: 240
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Topic: Peer Status
96. According to John Coie, which of the following is NOT one of the reasons why aggressive peer-rejected boys have problems in social relationships?
A. Rejected children are more focused on maintaining positive relationships with peers.
B. Rejected, aggressive boys are more impulsive and have problems sustaining attention.
C. Rejected, aggressive boys are more emotionally reactive.
D. Rejected children have fewer social skills in making friends.
Page: 240
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Topic: Peer Status
97. In a national survey of more than 15,000 sixth- through tenth-grade students, nearly _____ students had experienced occasional or frequent bullying
as either a victim or a perpetrator.
A. one of every two
B. two of every three
C. one of every three
D. three of every four
Page: 241
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Topic: Bullying
98. Which of the following is the MOST frequent type of bullying among girls?
A. Subject of sexual comments or gestures
B. Hit, slapped, or pushed
C. Belittled about religion or race
D. Subject of rumors
Page: 241
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Topic: Bullying
99. Which of the following types of bullying is experienced more frequently by boys than girls?
A. Subject of sexual comments or gestures
B. Subject of rumors
C. Belittled about religion or race
D. Belittled about looks or speech
Page: 241
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Topic: Bullying
100. Which of the following is FALSE regarding bullying?

A. Bullied children report more loneliness and difficulty in making friends.
B. Having support friends does not lower the level of bullying.
C. Anxious and socially withdrawn children are often victims.
D. Middle-school children who are bullies are more likely to smoke and drink alcohol.
Page: 241
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Topic: Bullying
101. Bullies often:

A. are high-achieving students.
B. deny bullying to their friends.
C. keep their actions private.
D. are in the same class as their victims.
Page: 241
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Topic: Bullying
102. Which of the following is the approach of the bullying intervention program created by Dan Olweus?
A. Skill-training bully-victims in self-defense and assertion techniques
B. Decreasing opportunities and rewards for bullying
C. Moving victims of bullying to a different classroom where they feel safer
D. Ostracizing bullies and empowering bully-victims
Page: 242
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Topic: Bullying
103. Johnny says he likes his best friend, Andy, because Andy is fun and talks about interesting things. Johnny also says that Andy encourages him to do
his best and comforts him when he fails. Which of the following functions of children’s friendships is Johnny describing?
A. Stimulation and ego support
8-20
B. Companionship and social comparison
C. Physical support and intimacy/affection
D. Social comparison and intimacy/affection
Page: 243
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Topic: Friendship
104. Ella looks forward to Sophia coming to visit. Sophia always has interesting stories to tell and often brings a book or a new toy. Ella is looking
forward to the _____ part of friendship.
A. companionship
B. ego support
C. social comparison
D. affection and intimacy
Page: 243
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Topic: Friendship
105. Ten-year-old Jose finds that he needs his friend, Richard, to talk to in order to know whether Jose’s feelings about his own brothers and sisters are
normal. Which friendship function does Richard provide in this case?
A. Companionship
B. Ego support
C. Social comparison
D. Stimulation
Page: 243
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Topic: Friendship
106. Jack is practicing his soccer moves and looking forward to Connor coming by to play. Connor helps Jack by watching his body movements and
giving Jack feedback on how to handle the soccer ball better. Connor is providing _____ for Jack.
A. physical support
B. companionship
C. ego support
D. social comparison
Page: 243
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Topic: Friendship
107. Maya is struggling with her history paper. She is getting discouraged and starting to feel like a failure. Her friend Wanda offered to read it and
make some suggestions. Wanda said she would work on her homework while Maya worked on the paper so they could talk about it. Wanda made sure
to say several times, “Maya, I know you can do this!” Wanda is providing the _____ part of friendship.
A. physical support
B. affection and intimacy
C. social comparison
D. ego support
Page: 243
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Topic: Friendship
108. Which of the following functions of friendship involves providing interesting information, excitement, and amusement?
A. Physical support
8-21
B. Stimulation
C. Social comparison
D. Ego support
Page: 243
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Topic: Friendship
109. Brandon has many conflicting emotions about his parents’ upcoming divorce. He looks forward to talking with his friend, Caleb, because Caleb is
the only one who knows the full story. Brandon relies on Caleb to calm him down and help him figure out how to handle the issues that are coming up
with the divorce. Caleb is providing _____.
A. ego support
B. intimacy
C. stimulation
D. social comparison
Page: 243
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Topic: Friendship
110. Studies on friendship reveal that sixth-grade students who did not have a friend:
A. engaged in less prosocial behavior.
B. were more likely to exhibit prosocial behavior.
C. achieved a higher level of academic success.
D. had authoritarian parents.
Page: 243
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Topic: Friendship
111. The belief that children should be encouraged to explore their world and discover knowledge with the guidance and support of teachers is central
to the _____ approach to learning.
A. constructivist
B. social cognitive
C. direct instruction
D. collaborative
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Learning Objective: 8.4: Characterize aspects of schooling in children's development in middle and late childhood.
Topic: Constructivist and Direct Instruction Approaches
112. Mr. Trahan teaches English from a constructivist approach to learning. In his classroom, it is LEAST likely that the students will be:
A. working in groups to discover the meaning of a poem.
B. developing a script for a play that they will perform for the school.
C. memorizing important Shakespearean quotes.
D. going on a field trip to the theater and then writing about their experiences as a class.
Page: 244
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113. Melanie and Derek are planning to move to a new home, and are strongly considering different school options for their children. Melanie wants her
children to be active learners who can think creatively and critically. She also wants a student-centered approach. Melanie is looking for a:
A. scaffolding approach.
B. collegial approach.
8-22
C. constructivist approach.
D. direct instruction approach.
Page: 244
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114. Eric’s parents are both engineers who want him to follow in their profession. They are looking for a school for Eric that will emphasize academic
success in the sciences, maximize academic learning time, and set high expectations. They believe a _____ approach will best prepare Eric for the
future.
A. scaffolding
B. collegial
C. constructivist
D. direct instruction
Page: 244
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115. Educational experts agree that students with a disability in reading or writing will do best in a:
A. direct instruction approach.
B. peer-led discussion approach.
C. constructivist approach.
D. group discussion approach.
Page: 244
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116. What is the result of the public and government demand for increased accountability from schools?
A. The spread of state-mandated tests to assess what students had or had not learned
B. The inclusion of government evaluators for academic curricula
C. The separation of academic responsibilities into private coaching and government assessment
D. The inclusion of new legislation for assessment of gifted and honors programs
Page: 244
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Topic: Educational Issues
117. Which of the following results do advocates of statewide standardized testing argue will be positive outcomes of the testing?
A. Increased emphasis on the education of gifted students
B. Increased student performance and more time teaching subjects tested
C. A holistic approach to testing a student’s social skills, flexible thinking, and creativity
D. Integration of all learning styles and teaching styles into the curricula
Page: 245
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118. Which of the following is NOT an argument against statewide standardized tests?
A. Students who are gifted are neglected in favor of raising the overall achievement of other students.
B. A wide range of measures should be included along with standardized tests.
C. Teachers emphasize memorization and teach to the test.
D. There is too much focus on developing the students’ thinking skills.
8-23
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119. Those who support the Common Core Standards and mandatory standardized testing in each state were worried by data indicating that many states
were:
A. keeping their choice of a passing grade very low.
B. requiring too much reading on the state exams.
C. creating complicated guidelines with high standards.
D. competing with each other for the highest scores.
Page: 245
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120. The Common Core Standards:

A. specify what students should know and the skills they should develop at each grade level.
B. enable states to assess the content areas the state believes are most important.
C. allow teachers more flexibility in creating their curricula.
D. provide both educators and administrators with a mechanism to plan their budgets for upcoming years.
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121. The _____ will fully replace the No Child Left Behind law by the 2017-2018 school year.
A. Every Student Succeeds Act
B. Every School Succeeds Act
C. Every Student Sets Academic Records
D. Every School Stronger Act
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122. The Every Student Succeeds Act has made all of the following changes to the previous No Child Left Behind law EXCEPT:
A. raising academic standards to a challenging level.
B. increasing effectiveness in teaching historically underperforming students.
C. requiring states to include at least one nonacademic factor in tracking success.
D. increasing the use and frequency of standardized tests.
Page: 245
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123. Which of the following is NOT an outcome associated with children being educated in low-income neighborhoods?
A. Lower achievement scores
B. Fewer students going to college
C. Low graduation rates
D. Older, less current teachers
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8-24
Topic: Educating Low-Income Students
124. Which of the following is usually not true for students who live in poverty and their schools?
A. Disadvantaged neighborhoods are linked to less stimulating environments.
B. Disadvantaged neighborhoods are linked to students with low verbal ability.
C. They receive a high percentage of government money for teaching materials.
D. Many of the school structures are old and not conducive to learning.
Page: 246
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125. Which of the following is true regarding ethnicity in U.S. schools and student trends?
A. More White and Asian American students attend the largest school districts.
B. Asian American students are more likely to take advanced math and science courses.
C. Latino students are twice as likely to be suspended from school as African American students.
D. African American and Latino students are more likely to be in college preparatory programs than Asian American students.
Page: 247
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Topic: Ethnicity in Schools
126. While researching the reasons for the large cross-cultural differences in math and science scores, Stevenson and his colleagues observed that more
than _____ of total classroom time in the first grade was spent on math instruction in Japan, compared with only _____ of the time in the U.S. first-grade
classrooms.
A. one-fourth; one-tenth
B. three-fourths; two-thirds
C. half; two-thirds
D. one-third; one-fourth
Page: 249
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Topic: Cross-Cultural Comparisons
127. In terms of cross-cultural comparisons, Asian parents believe that their children’s math achievement was due to _____, and U.S. parents believe
their children’s math achievement is due to:
A. the parent’s skills; the teacher’s skills.
B. the teacher’s skills; the parent’s skills.
C. innate ability; effort and training.
D. effort and training; innate ability.
Page: 249
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128. According to Pomerantz, differences in academic achievement between students in the United States and China is primarily a function of:
A. parental involvement.
B. genetic differences.
C. different school systems.
D. student motivation.
Page: 249
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8-25
129. Chinese-American immigrant children who have been exposed to authoritarian parenting show all of the following characteristics EXCEPT:
A. high self-esteem.
B. aggressive behavior.
C. depression.
D. poor social skills.
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130. Carol Dweck concluded that individuals have one of two mindsets, namely fixed mindset and:
A. variable mindset.
B. growth mindset.
C. open mindset.
D. apathetic mindset.
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131. Karen believes that her qualities and learning abilities cannot change no matter how much effort she gives, particularly with logical, mathematical,
and scientific subjects. She has given up even trying to learn the material, and her grades are dropping. According to Carol Dweck, which of the
following BEST describes Karen’s mindset?
A. Variable
B. Apathetic
C. Fixed
D. Growth
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132. Dweck has found that giving students information on how their brain is like a muscle that can get stronger, students’ _____ will increase.
A. fixed mindset, procrastination, and impulsivity
B. fixed mindset, motivation, and math scores
C. growth mindset, procrastination, and impulsivity
D. growth mindset, motivation, and math scores
Page: 251
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133. The belief that one can master a situation and produce favorable outcomes.
Self-efficacy
Page: 225
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134. This social cognitive theorist states that self-efficacy is a critical factor in whether or not students achieve.
Albert Bandura
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135. This psychosocial theorist proposed that there are eight stages of human development. The fourth stage, industry versus inferiority, appears during
middle and late childhood.
Erik Erikson
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136. The highest stage in Kohlberg’s theory of moral development in which individuals develop a moral standard based on universal human rights.
Universal ethical principles
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137. The moral perspective of Carol Gilligan, which views people in terms of their connectedness with others and emphasizes interpersonal
communication, relationships with others, and concern for others.
Care perspective
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138. Broad categories that reflect society’s impressions and beliefs about females and males.
Gender stereotypes
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139. The presence of positive masculine and feminine characteristics in the same person.
Androgyny
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Topic: Peer Status
140. A structured, teacher-centered approach that is oriented toward the goal of maximizing student learning time to meet high expectations.
Direct instruction approach
Page: 244
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141. The recent accountability initiative for schools that replaces the No Child Left Behind Act.
Every Student Succeeds Act
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142. Carol Dweck defines this as the cognitive view individuals develop for themselves regarding their fixed or growing cognitive qualities.
Mindset
8-27
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143. Describe the development of self-understanding in middle and late childhood. Illustrate your answer with examples.
In middle and late childhood, especially from 8 to 11 years of age, children increasingly describe themselves with psychological characteristics and
traits in contrast to the more concrete self-descriptions of younger children. They use terms such as “helpful” and “smart.” In addition, during the
elementary school years, children become more likely to recognize social aspects of the self, such as including “sister” or “Boy Scout.” Children’s
self-understanding in the elementary school years also includes increasing reference to social comparison, such as “I can run faster than Bobby” or “I do
better on spelling than my brother.”
Page: 223
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Topic: Self-Esteem
144. Define and highlight the differences between self-esteem and self-concept. Give examples to further illustrate the differences.
Self-esteem refers to global evaluations of the self; it is also called self-worth or self-image. Self-esteem reflects perceptions that do not always match
reality. A child may say he or she is a “good person” or a “bad person” and see that as an overarching theme. Self-concept refers to domain-specific
evaluations of the self. Children can make self-evaluations in many domains of their lives—academic, athletic, appearance, and so on. A child may
describe him or herself as a fast runner or very tall.
Page: 224
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Topic: Self-Esteem
145. List the four strategies for improving self-esteem in at-risk children.
Identify the causes of low self-esteem.

Provide emotional support and social approval.
Help children achieve.
Help children cope.
Page: 225
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Topic: Self-Esteem
146. Describe the ways children with low self-efficacy for learning differ from children having high self-efficacy for learning.
Self-efficacy is the belief that one can master a situation and produce favorable outcomes. Children who have low self-efficacy for learning avoid many
learning tasks, especially those that are challenging. Children with high self-efficacy for learning are more likely to attempt new learning tasks, expend
more effort, and persist longer than children with low self-efficacy.
Page: 225
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147. List and describe the levels of Lawrence Kohlberg’s theory of moral development.
Lawrence Kohlberg describes three levels of moral thinking, each of which is characterized by two stages. Preconventional reasoning is self-centered,
and focused on obedience, punishment, and making exchanges. Conventional reasoning is other centered, and focused on what others want to be seen as
good, and what is good for the most people. Postconventional reasoning is values centered, and focused on universal human rights and personal moral
code.
Page: 229
APA LO: 1.2
8-28
148. Describe the different patterns of physical and relational aggression between males and females.
Males engage in more aggression overall than females. Males tend to engage in physical aggression. Relational aggression comprises a greater
percentage of girls’ overall aggression than it does for boys. When verbal aggression is examined, gender differences often disappear. Relational
aggression involves harming someone by manipulating a relationship, such as spreading malicious rumors about a person.
Page: 235
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149. Explain why there are far more elementary and secondary school children in stepfamilies.
It takes time to have children, get divorced, and remarry. About half of all children whose parents divorce will have a stepparent within four years after
the separation.
Page: 238
APA LO: 1.2
Topic: Stepfamilies
150. Describe the six steps children use to process information about their social world, and the findings of Kenneth Dodge regarding social cognition
in aggressive boys.
Children selectively attend to social cues, attribute intent, generate goals, access behavioral scripts from memory, make decisions, and enact behavior.
Dodge has found that aggressive boys are more likely to perceive another child’s actions as hostile when the child’s intention is ambiguous.
Furthermore, when aggressive boys search for cues to determine a peer’s intention, the response is more rapid, less efficient, and less reflective than that
of nonaggressive children.
Page: 241
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Topic: Social Cognition
151. Describe two differences between the constructivist and direct instruction approaches to student learning. Also, describe how a teacher using a
constructivist approach and another using a direct instruction approach would create lessons to learn about different classes of vertebrates (mammals,
birds, fish, reptiles, and amphibians).
The constructivist approach is a learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and
understanding with guidance from the teacher. This teacher may plan a field trip to the zoo or have students collect pictures from the Internet. The direct
instruction approach is a structured, teacher-centered approach that is characterized by teacher direction and control, mastery of academic skills, high
expectations for students’ progress, maximum time spent on learning tasks, and efforts to keep negative effect to a minimum. This teacher would
present information and then quiz students.
Page: 244
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152. Describe two of the changes the Every Student Succeeds Act brings to the educational system as it has been under No Child Left Behind.
ESSA reduces the use of standardized testing, requires schools to use a least one nonacademic factor when tracking success, and requires efforts to
increase the effectiveness in teaching historically underperforming students. Districts are required to establish challenging academic standards.
Page: 245
APA LO: 1.2
Topic: Accountability
153. Describe three differences found between schools in low-income areas and those in high-income areas.
8-29
Compared with schools in higher-income areas, schools in low-income areas are more likely to have more students with low achievement test scores,
low graduation rates, and smaller percentages of students going to college; they are more likely to have young teachers with less experience; and they
are more likely to encourage rote learning. Too few schools in low-income neighborhoods provide students with environments that are conducive to
learning and many of the schools’ buildings and classrooms are old and crumbling. In sum, far too many schools in low-income neighborhoods provide
students with environments that are not conducive to effective learning.
Page: 246
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154. List the five strategies a teacher may use for improving relations among ethnically diverse students. Choose one strategy and create an example of
how an elementary school teacher might put the strategy into practice.
The five strategies for improving relationships among ethnically diverse students are:
1. Turn the class into a jigsaw classroom (group students from diverse backgrounds to produce a play or write a history report).
2. Encourage students to have positive personal contact with other students from diverse backgrounds (have lunch together).
3. Reduce bias (select play materials that encourage cultural understanding).
4. Be a competent cultural mediator (show sensitivity to difference).
5. View the school and community as a team (everyone shares in decision making).
Page: 247
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155. In analyzing the performance of American students compared to students in selected Asian countries, what differences did Stevenson and his
colleagues observe between the Asian and American parents?
The American parents had much lower expectations for their children’s education and achievement than did the Asian parents. Also, the American
parents were more likely to believe that their children’s math achievement was due to innate ability; the Asian parents were more likely to say that their
children’s math achievement was the consequence of effort and training. The Asian students were more likely to do math homework than were the
American students, and the Asian parents were far more likely to help their children with their math homework than were the American parents.
Page: 248
APA LO: 1.2
Category # of Questions
Accessibility: Keyboard Navigation 132
APA LO: 1.1 47
APA LO: 1.2 56
APA LO: 1.3 52
Bloom's Taxonomy: Apply 52
Bloom's Taxonomy: Remember 47
Bloom's Taxonomy: Understand 56
Difficulty Level: Easy 47
Difficulty Level: Hard 52
Difficulty Level: Medium 56
Learning Objective: 8.1: Discuss emotional and personality development in middle and late childhood. 84
14
Learning Objective: 8.3: Identify changes in peer relationships in middle and late childhood. 28
Learning Objective: 8.4: Characterize aspects of schooling in children's development in middle and late childhood. 29
Topic: Accountability 1
Topic: Attachment 1
Topic: Bullying 6
Topic: Constructivist and Direct Instruction Approaches 7
Topic: Coping with Stress 1
Topic: Cross-Cultural Comparisons 9
Topic: Educating Low-Income Students 3
Topic: Educational Issues 7
8-30
Essentials of Life Span Development 5th Edition Santrock Test Bank
Topic: Emotional Development 4

Topic: Ethnicity in Schools 3
Topic: Friendship 8
Topic: Gender in Context 2
Topic: Gender Similarities and Differences 6
Topic: Gender Stereotypes 3
Topic: Industry versus Inferiority 6
Topic: Kohlberg’s Critics 9
Topic: Kohlberg’s Stages 19
Topic: Kohlberg’s Theory 1
Topic: Parent-Child Relationships 6
Topic: Parents as Managers 1
Topic: Peer Relations 2
Topic: Peer Status 11
Topic: Self-Efficacy 9
Topic: Self-Esteem 14
Topic: Self-Regulation 4
Topic: Self-Understanding 5
Topic: Social Cognition 1
Topic: Stepfamilies 6
8-31
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4. Which of the following statements about perspective taking is FALSE?

12. The correlation between self-esteem and school performance is:

23. Which of the following statements about self-regulation is FALSE?

64. Which of the following statements about gender stereotyping is FALSE?

69. Across childhood and adolescence, research suggests that:

80. Which of the following is FALSE regarding stepfamilies?

81. Which of the following statements about stepfamilies is FALSE?

100. Which of the following is FALSE regarding bullying?

101. Bullies often:

120. The Common Core Standards:

Identify the causes of low self-esteem.

Topic: Emotional Development 4

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