Adolescence Exam 3

Preconventional reasoning

Stage 1. Punishment and obedience orientation

• Moral thinking is often tied to punishment.

• Obey because an adult tells you to

Stage 2. Individualism, instrumental purpose, and exchange

• Individuals pursue their own interests but also let others do the same, what is “right” involves an equal exchange.

• Be nice because you want people to be nice to you

Conventional reasoning

Stage 3. Mutual interpersonal expectations, relationships, and interpersonal conformity

• Individuals value trust, caring, and loyalty to others as a basis of moral judgments

• Don’t behave irresponsibly because people will think less of you

Stage 4. Social systems morality

• Moral judgments are based on understanding the social order, law, justice, and duty

• I don’t agree with the low salaries of local teachers, but I think striking is wrong because it is disruptive to the school

Postconventional reasoning

Stage 5. Social contract and individual rights

• A person evaluates the law and social systems in terms of the degree to which they preserve and protect fundamental human rights and values.

• I don’t agree that juveniles should be sentenced to the death penalty, we should bring that to a vote

Stage 6. Universal ethical principles

• A person has developed a moral standard based on universal human rights, they will follow their conscience

• When slavery was legal in Mississippi, the underground railroad had an active presence

Kohlberg’s critiques

Cultural variability

• Stages 1-4 are fairly universal, 5 & 6 show some cultural variability

Hypothetical moral dilemmas do not match the real-life moral dilemmas adolescents face

• Dilemmas mostly focused on family/authority

• peers, social issues, substance use, etc. are also areas of dilemma

Social Cognitive Theory of Moral Development

• Emphasizes a distinction btw:

  • Moral competence: Knowing, awareness; mostly a cognitive question

  • Moral performance: Performing moral behs in specific situations; mostly a question of motivation and incentives

induction parenting

parent uses reason and explanation of consequences for others of the adolescent’s actions

• most positively related to moral dev

power assertion parenting

parent attempts to gain control over the adolescent or the adolescent’s resources

love withdrawal parenting

parent withholds attention or love from the adolescent

schools

• can influence moral dev

• Instruction

  • Teaching students abt values/morals and/or helping them figure out their own

• The hidden curriculum

  • Created by school and classroom rules, the moral orientation of teachers and school admins, and text materials

• Service learning

  • Promotes social responsibility and service to the community

values & religion

= Beliefs/attitudes abt the way things should be; what is important to us

• religiousness declined from 14 to 20 years of age in the US

• Youth in developing countries are more religious

• Youth adopt the religion of their parents (more true when relationship with their parents is good)

self-understanding

• ppl become more introspective & even more so in emerging adulthood

• dev clearer self-understanding

  • roles and memberships

• begin to understand how the self can vary

understanding others

• kids begin to understand that ppl are:

  • complex, have public and private selves, not always totally honest abt themselves

• Perspective taking: ability to assume another person’s perspective and understand their thoughts/feelings

self-esteem

The global evaluation of the self

• “I am a good person.”

• Depressed people view themselves overly negatively

• Narcissistic people view themselves overly positively

self-esteem predictions

• School performance & it - moderately correlated

• Social acceptance and athletic competence - small/moderate correlations

• Physical appearance & it - strongly correlated

self-concept

Domain-specific evaluations of the self

• “I am a good student but a poor athlete.”

Erikson’s 5th developmental stage

• Identity vs identity confusion

• kids engage in identity exploration = trying out diff identities available

• kids who do NOT successfully dev their identity = poor adjustment

identity

Many of the decisions made across these areas during adolescence end up being part of someone’s core sense of self

• However:

  • this dev is a lengthy process

  • more gradual and less of a “crisis”

  • neither begins nor ends with adolescence

identity diffusion

An adolescent has not explored options for identity or made any choice about which to take on

identity foreclosure

An adolescent has chosen an identity without really exploring options

identity moratorium

An adolescent is considering different identities and has not made a choice

identity achievement

An adolescent has considered the options and made a choice they want to pursue

family

• An atmosphere that promotes both individuality and connectedness is important in the adolescent’s identity development

  • Individuality: ability to have and communicate a point of view, ability to express your differences

  • Connectedness: sensitivity and respect for others, openness to others’ views

peers

• Identity exploration is linked to the quality of friendship/romantic relationships

• friends are often a safe context for exploring identity

• college provides exposure to new experiences that can positively affect identity dev

culture and ethnic identity

• minority groups can struggle to maintain their ethnic identities while blending in with the dominant culture

• Many develop a bicultural identity

  • Identifying in some ways with their cultural group and in other ways with the majority culture

  • want to connect with majority culture but not totally reject their own background

emotions of adolescence

• Moodiness, sulking, blowing up at ppl

• Adolescents self-report more extreme swings than their parents report

• Decrease in positive mood and an increase in negative mood

emotion regulation

• The ability to manage and control emotions in order to reach a goal

• Adolescents get better at coping with negative emotions and managing their feelings as they mature, their emotions become more stable

emotional competence

• expression of emotions plays a major role in relationships

• coping with neg emotions

• inner emotional states do NOT have to correspond to outer expressions

• aware of one’s emotional states w/o being overwhelmed

• discern others’ emotions

imaginary audience

Belief that other people are enthusiastically watching or listening to them

personal fable

They are special and unique, typical life difficulties or problems won’t affect them

Big 5 traits

• openness

• conscientiousness

• extraversion

• agreeableness

• neuroticism (emotional stability)

temperament

• an indiv’s beh style and characteristic way of responding

  • apparent in infancy & forms the foundation of personality

  • close link btw this and personality = supported by some of the Big 5 factors to categories

temperament categories

Easy:

• This child is generally in a positive mood, quickly establishes regular routines, and adapts easily to new experiences

Difficult:

• This child reacts negatively to many situations and is slow to accept new experiences

Slow-to-warm-up:

• This child has a low activity level, is somewhat negative, and displays a low intensity of mood

additional classifications of temperament

Positive affect:

• much like extraversion/introversion

Negative affect:

• being easily distressed; related to introversion and neuroticism

Effortful control (self-regulation):

• ability to control one’s emotions

achievement

• New social and academic pressures force adolescents toward new roles, which often involve more responsibility

• As demands on adolescents intensify, diff areas of their lives may come into conflict

  • School vs. sports

  • Extracurriculars vs. social life

intrinsic motivation

• Based on internal factors such as self-determination, curiosity, persistence, and effort

• ppl learn/perform better

extrinsic motivation

• external incentives such as rewards and punishments

• You study hard because you don’t want your parents to take your car away

how to build intrinsic motivation

• Giving people choices

• Encouraging them to take responsibility for their learning/performance

• Providing challenges that match their skills

attribution theory

indivs are motivated to discover the underlying causes of their own performance and behavior

• attribution = perceived causes of outcomes

Educational psychologists recommend getting adolescents to attribute their poor performance to ____

internal factors such as “lack of effort”

mastery orientation

Task-oriented, concentrate on learning strategies and the process of achievement rather than the outcome

helpless orientation

Overwhelmed by difficulty, attribute their difficulty to lack of ability

fixed mindset

Individuals believe that their qualities are carved in stone and cannot change

growth mindset

individuals believe their qualities can change and improve through their effort

Children benefit when parents have _____ for them and provide the support they need to meet those expectations

high expectations

parental expectations relate to ____

educational attainment in adulthood

Parents sometimes attempt to protect children’s self-esteem by setting ____ , which leads to ____

low standards, children having difficulty accepting criticism or being told anything negative

Teachers with high expectations:

• Spend more time providing a framework for students’ learning

• Ask higher-level questions

• Are more effective in managing students’ beh

Achievement improves when ______

goals are specific, short-term, and challenging

it is important to _____ and ______

plan to achieve your goals, and monitor how well you are sticking to your plan

mentors

older and more experienced indivs who are motivated to improve the abilities and character of a younger person

Whitney gets an A- on her science test on ecology. She says that the test was difficult but fair, and she did well because she studied for several days beforehand. Whitney's explanation for her test grade is an example of:

an internal attribution

work in adolescence

• 80 to 90% of adolescents are employed at some point during high school

  • More older adolescents work than younger ones

• Part-time work in adolescence

  • Restaurants and retail = most common

positives abt work

• Challenging work activities

• constructive supervision by adults

• learning and leadership opportunities

negatives abt work

• Risky behavior

• lower grades

• less school engagement

work/career-based learning

High school

• School programs where learning objectives are met through part-time employment

College

• Similar to hs programs or just regular part-time/summer jobs in field of major

media/screen time

• use has increased dramatically in the last 20 yrs

• use increases across adolescent dev

• Adolescents spend 50-60 hours per week on screens

media multitasking

• can be distracting & make youth less efficient

• ex. listening to music while scrolling

____ spend more time on social media sites

____ spend more time on video games

______ watch less TV per day

• girls

• boys

• white youth

television

• Exposure to violent TV in childhood has been linked to negative outcomes in adulthood (correlational)

• TV that young children view can have a positive impact on them

• Learn abt sex from the media

video games

• negative = lower grades, aggressive, less-sensitive to irl violence

• positive = improve visuospatial skills

music

• No cause-and-effect studies exist to link to drug use in adolescence

• Correlational studies have found:

  • Exposure to sexually explicit music with earlier sexual activity

  • Watching more music videos can lead to poorer self esteem

tech and communication

• Some adolescents self-disclose better online than in person

• Risks:

  • Sexting

  • Cyberbullying

  • Not communicating with who they think they are

Gayle seems sad and withdrawn. When her friend asks her if she is sad, Gayle replies, "No; I am more hurt than sad that my so-called friends didn't invite me to their barbeque." Gayle has the emotional competence skill of ____

being aware of her emotional state

Bob has explored a number of career paths in his senior year of college and he has decided that he wants to pursue a career as a forensic psychologist. Which identity status does Bob have?

identity achievement

Which of these is NOT an observation you might make of an adolescent with high self-esteem?

they brag abt their achievements