Exam 3: Review Questions

School Climate

Quality and character of school life based on experiences of students, parents, and school personnel.

Assessed Components

Various aspects of school climate including safety, teaching and learning, relationships, and external environment.

Importance of School Climate

Positive climate leads to better student achievement, attendance, and behavior.

Rules and Norms

Clear rules, consequences, and enforcement in schools to maintain order and discipline.

Sense of Physical Security & Social-Emotional Security

Ensuring physical safety and emotional well-being in the school environment.

Zero Tolerance Policies

Policies where both parties involved in any altercation face consequences, regardless of who initiated the conflict.

School Shootings

Rare but highly publicized events, often committed by individuals with mental health issues and access to firearms.

Support for Learning, Social and Civic Learning, Social Support - Adults

Different aspects of school climate focusing on academic support, character development, and adult support for students.

Respect for Diversity, Social Support - Students

Promoting genuine respect for diversity and fostering peer support among students.

Teacher Expectations

High teacher expectations positively influence student achievement and behavior.

Best Class Climate

Authoritative parenting style, combining support and control, reflected in learning/teaching, relationships, and external environment.

School Engagement, Physical Environment

Aspects of school climate related to student involvement and the overall cleanliness and organization of the school.

Staff Inclusion

Teachers and staff are assessed in categories like leadership and professional relationships to gauge their impact on school climate.

Assessment on School Climate

Schools use assessment reports to improve student achievement by changing the broader school climate, with programs like DSACS and Comer School Development focusing on assessment, coordination, and recommendations.

John Holland's perspective on occupational choices:

realistic, investigative, artistic, enterprising, social and conventional

undefined

Categories proposed by John Holland:

undefined

Relationship to students and occupational choices:

intelligence and achievement

attribute success to ability and failure to lack of effort, focused on learning goals, learned helplessness, entity view of ability, cannot be changed, more common with sports

attribute success to luck and failure to ability, extremely destructive to learning, more common with academic skills

Self-directed search:

career interest test asks about aspirations, activities, skills, and interests for different jobs

combinations of concentration and motivation among activities for adolescents

in class: low intrinsic, slightly high concentration

sports: high intrinsic, high concentration

friends: high intrinsic, low concentration

hobbies: high intrinsic, high concentration

Parents values

Influence careers from one’s past hopes for the future

Self-efficacy

Do you have the capacity to be what you want to be?

Work values

Different sorts of rewards individuals seek from their work

Career maturity

integration of influences from past and hopes for the future, level of preparedness

Crystallization

People figure out the general direction they want to pursue, ages 14-18

Specification

Deciding on a specialization in a career, age 18-21

Super's Theory

Occupational plans develop in stages

Growth stage

Understanding the need to work and survival

Exploration stage

Figuring out the general direction to pursue

Criticism of Super's Theory

Critique on the theory's emphasis on stages

College Attendance Trends

In 1900, 4% of 18-21 year olds attended college, while today, 70% of high school graduates enroll, with 2/3 going immediately after high school.

College Accessibility

College in the US is more diverse and accessible compared to other countries, with Europe undergoing changes in its system.

College Graduation Rates

Only 50% of students enrolling in 4-year colleges complete their degree within 6 years.

Forgotten Half

Refers to adolescents not attending college after high school, facing challenges like lack of academic skills, secondary schools focusing on college-bound students, and critics suggesting improvements for non-college-bound individuals.

Apprenticeships in Germany

In Germany, apprenticeships involve serving under a skilled "master" to learn a profession, with over 60% of 16-18 year-olds participating in the program. 342 trades, any level of school recognize apprenticeships

Basic Skills for Jobs

Murnane and Levy identified six essential skills for success in office and factory jobs:reading and math at a ninth-grade level, problem-solving semi-structured, communication written and oral, computer literacy word processing and other tasks, and collaboration.

Unemployment Disparities

Unemployment rates vary among educational levels, with high school dropouts facing the highest rates, while bachelor's degree holders have the lowest. Ethnic differences show higher unemployment rates for blacks compared to whites, Latinos, and Asians.

Engagement

The quality of being psychologically committed to learning

Trend in Engagement

Research indicates an increase in students being "physically present but psychologically absent" over the last few decades

Combinations of Concentration and Motivation

Adolescents can be engaged in various activities with different levels of intrinsic motivation and concentration

Positive Mental States

Adolescents experience more positive mental states in structured leisure activities than in classes or with friends

Extracurricular Activities

Structured leisure activities like sports are the most popular among American teens, 50%, music 25%, academic 20%

Effect on Achievement

Participation in extracurricular activities benefits less competent students more than academically talented students

Parental Influence

Parents' high expectations, involvement in education, and authoritative parenting style positively influence academic achievement

Peer Influence

Peers have a significant influence on school-related aspects like attendance, homework time, effort, and grades

Work Impact

Working more hours outside school leads to lower academic performance, including lower grades, less time for homework, and more psychological problems, worse beyond ten

SES and Achievement

Middle-class adolescents tend to perform better academically than lower-class peers due to better basic academic skills and more years of schooling

Achievement in Adolescents

Adolescents' beliefs about their abilities, goals, and attributions influence their actual achievement, shaping their beliefs about their abilities.

Stereotype Threat

Claude Steele's concept where telling certain groups they typically perform poorly on a test leads to lower scores, becoming a self-fulfilling prophecy.

Intrinsic Motivation

Involves learning goals where individuals strive for internal pleasure from learning and mastering material.

Extrinsic Motivation

Involves performance goals where individuals strive for external rewards or to avoid punishment for performance.

Parental Influence on Extrinsic Motivation

Parents can stimulate extrinsic motivation by rewarding or punishing their children based on performance.

Worker Status of High School Students

Before 1925, high school students were part of the workforce by the age of 15, with a significant rise in part-time jobs from 1940 to 1980.

Relationship Between Work and School in Nonindustrialized Countries

In nonindustrialized countries, work and family life are less distinct, and adolescents are integrated into the workforce before adolescence, often leaving school at ages 15 or 16.

Pattern of Employment Among Adolescents in Industrialized Countries

In industrialized countries like the US, a higher percentage of high school juniors work during the school year compared to countries like Japan and Taiwan, with structured apprenticeship programs more common in other nations.

Types of Jobs for American Adolescents

Jobs for American adolescents vary by region, gender, and age, with younger teens often doing babysitting or yard work, while older teens engage in retail, service, and manual labor jobs.

Characteristics of Jobs for American Adolescents

Most jobs for American adolescents involve little contact with adults, are repetitive or boring, and offer little opportunity for independent decision-making, with skills learned in school rarely applied.

Benefits of Part-Time Employment

Part-time employment for teens is believed to build character, teach about the real world, and prepare for adulthood, but recent studies suggest that the benefits may be overstated and working long hours can lead to negative outcomes.

Responsibility and Part-Time Employment

Studies show that the idea of part-time employment increasing responsibility during adolescence may be overstated, and working more than 20 hours a week can impact school performance.

Relationship Between Hours Worked and School Performance

Working more than 20 hours a week in part-time employment while in school may jeopardize academic performance.

Part-Time Employment and Trouble

Contrary to the belief that part-time employment keeps teens out of trouble, working long hours may actually be associated with increased drug and alcohol use, aggression, and other negative behaviors.

Premature Affluence

Premature affluence refers to teens spending significant amounts on leisure activities, with girls spending on clothes, food, and cosmetics, while boys spend on food, clothes, and saving for big-ticket items.

Adolescent identity restructuring

Appreciated as significant

Physical changes of puberty

Changes in the body during adolescence

Cognitive changes

Changes in thinking and understanding during adolescence

Individual's descriptions of the self

How individuals perceive themselves

Actual self

How one truly is

Ideal self

The desired self in terms of appearance and personality

Possible selves

Different potential selves based on situations and people

Self-conception

How individuals think about and characterize themselves

False self-behavior

Acting in an inauthentic or fake manner

Dating situations

Where adolescents are more likely to show false self-behavior

Self-esteem

How an individual feels about themselves, fairly stable over time

Barometric self-esteem

Adolescent’s feelings about themselves fluctuate day by day

Increased volatility in barometric self-image during early adolescence

Multidimensional self-esteem

Includes academic competence, athletic/physical competence, appearance, romantic appeal, moral conduct, job competence, social acceptance, and close friendships

Higher self-esteem for boys than girls, decreases over the course of adolescence, influenced by scholastic ability, social competence, and parental approval

Erikson’s crisis of identity versus identity diffusion

Resolving the crisis involves establishing a coherent sense of identity through mutual recognition between the individual and society

Psychosocial moratorium

Time for exploration and experimentation; Identity diffusion:Incoherent sense of self; Identity foreclosure:Bypassing exploration; Negative identity:Embracing undesirable identities

James Marcia's identity development stages

Identity diffusion (no exploration or commitment), Moratorium (exploring without commitment), Identity foreclosure (commitment without exploration), Identity achievement (exploration and commitment)

Identity Development

generally not established before 18, individuals may move from one to another

College Effect on Identity

College can solidify vocational plans but may not impact religious and political beliefs.

Psychological Moratorium

College may prolong the period of exploration and decision-making about one's identity.

Identity Status Changes

Individuals can transition between different identity statuses, especially during adolescence and young adulthood.

Assimilation

Adopting the norms of the majority culture while rejecting those of one's own group.

Marginality

Feeling estranged while living within the majority culture.

Separation

Associating only with members of one's own culture and rejecting the majority culture.

Biculturalism

Maintaining connections to both the majority and minority cultures.

Ethnic Identity Status

Varies among different minority groups in the US, with some identifying strongly with their ethnic group.

Identity Aspects

Different ethnic, religious, and racial groups may prioritize various aspects of their identity.

Adolescents' Media Exposure

Adolescents are exposed to TV, music, and video games, spending nearly 7 hours daily on media, with boys more into TV and video games, while girls prefer music.

Media Influence Theories

The five main approaches are Uses and Gratification, Cultivation, Social Learning Theory, Media Practice Model, and Displacement, each focusing on different aspects of media impact.

Uses and Gratifications Approach

Views media effects as varying among individuals, not solely negative or positive, with diverse reasons and uses for engaging with media.

Media Involvement in Identity

Media plays a role in shaping identity through the Uses and Gratifications Approach, Cultivation theory, Social Learning Theory, and the Media Practice Model.

Cultivation Theory

Emphasizes how repeated media exposure molds perceptions of the world and social reality, influencing attitudes and shaping views on various aspects like body image.

Comparison of Media Influence Theories

Cultivation and Social Learning Theory suggest media shapes behavior, while the Uses and Gratifications Approach focuses on individuals seeking media based on their identity understanding.

Cultivation Theory

Viewers learn certain facts about the world from TV, shaping attitudes and norms, such as the ideal body image.

Social Learning Theory

Media influences behavior through observation and imitation, as seen in Albert Bandura's research.