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36 Cards in this Set
- Front
- Back
Schools = important tool of social intervention (example?)
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Easiest way to reach greatest number of young people
Example - 1990s, broad array of social problems affecting/involving youth (violence, AIDS), asked schools to implement preventative measures |
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Overcrowded
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Student body at least 6% larger than the school is designed to house
15% of schools are likely to be overcrowded |
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Secondary schools vs. elementary
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- More likely to emphasize discipline
- More likely to believe abilities are fixed - Less likely to trust students - School system more rigid/departmentalized |
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Transitions
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- Disrupt academic performance, behavior, self-image
- But is it transition itself or failure of schools to meet adolescents' needs? - Want independence, but more scrutiny/more rules |
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Groups most negatively affected by transitions
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- With academic and psychosocial problems
- With economic disadvantage or family stress, esp. - With less social support - Can be difficult for ethnic minorities |
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Teacher expectations vs. student achievement
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- Strong positive correlation
- Teachers have accurate perceptions, but a little bit of this is self-fulfilling prophecy - Likely to be based on ethnic/socioeconomic background |
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Student engagement
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Extent to which students are psychologically committed to learning and mastering the material rather than simply completing the work
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Non-college bound students
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- Essentially ignored, though 1/3 of students, not prepared for workforce
- Can be improved by strengthening links between schools and community/workforce |
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Self-conception
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Collection of traits and attributes that individuals use to describe or characterize themselves
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Self-esteem
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The degree to which individuals feel positively or negatively about themselves
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Influences on adolescent identity
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Family (foster early beliefs), community and culture
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Moratorium
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Period during which individuals are free from excessive responsibilities (i.e. high school) and can experiment with roles and personalities
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Identity diffusion
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No established identity (incoherent, disjointed) and not actively searching either
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Identity foreclosure
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Premature establishment of identity before sufficient experimentation has occurred
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Negative identity
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Selection of undesirable identity in the eyes of family and community, seeking bad attention over none at all
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Ethnic identity
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Aspect of individual's sense of identity concerning ancestry or racial group membership
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Process of achieving ethnic identity
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1. Precipitating prejudicial event
2. Exploration period 3. Increases in self-esteem as identity becomes clear 4. Exploration declines with more consolidated identity |
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Chavous study - ethnic identity
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Best outcomes = youth who show combination of group pride and realistic expectations of facing discrimination
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Emotional autonomy
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Establishment of more adult-like and less childish close relationships with family and peers
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Detaching (Anna Freud)
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Process in which adolescents sever emotional attachments to their parents, but modern research proves this wrong and shows that they get along well and get closer in late adolescence
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Individuation
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Gradual sharpening of an adolescent's sense of being autonomous and independent, involves relinquishing dependencies on parents and becoming more mature/responsible for own actions and decisions
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Behavioral autonomy
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Capacity to make independent decisions and to follow through with them
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Evaluation of risks and rewards
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Early adolescence = more drawn to benefits, not looking at costs
By late adolescence = costs and rewards weighed evenly |
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Cognitive autonomy
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Establishment of an independent set of values, opinions and beliefs
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Moral reasoning vs. moral behavior
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Individuals who reason at higher stages behave in more moral ways, but correlation is likely to break down if the issue is seen as a personal choice and not an ethical issue
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Prosocial reasoning vs. prosocial behavior
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Reasoning becomes more advanced across adolescence, but behavior is fairly stable over time
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Political/religious beliefs
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Become more abstract, more principled and more independent
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Need for achievement
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Need that influences the extent to which an individual strives for success in evaluative situations, focused/interested in accomplishing (intrinsic)
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Fear of failure
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Fear of the consequences of failing in achievement situations
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Self-handicapping
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Deliberately behaving in ways that will likely interfere with doing well, in order to have an excuse for failing (for self-protection, to gain more respect if/when success happens)
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Achievement beliefs
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Personal beliefs about changes of success or failure, cause you to exert different amounts of effort accordingly
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Stereotype threat
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The effect that exposure to stereotypes about ethnic or sex differences in ability has on performance
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Attributions for success/failure
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Internal causes = ability and effort, more likely to approach tasks confidently
External causes = task difficulty and luck, more likely to remain unsure of abilities |
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Learned helplessness
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Acquired belief that an individual is not able to influence events through his or her own efforts/actions
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Motivation during transition to middle school
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Declines because of stress on good grades instead of mastering the material
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Correlates of dropping out of school
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Lower SES
Single-parent families Little reading material at home Permissive/disengaged parents Prior behavioral problems Poor school performance |