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110 Cards in this Set
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Attribution Theory
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An approach to achievement that focuses on the causes people see as responsible for their successes and failures.
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ie: After taking a test & evaluated the outcome, they try to understand why the outcome happened - they attribute their outcome to one or more causes
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Causal Stability |
A belief that the cause of an outcome is relatively stable or variable |
ie: Ability is internal because it something about the person, and stable, because we tend to think that ability won't change |
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Locus of causality |
A belief that the cause of an outcome is something about the person (internal) or about the situation (external) |
ie: If I usually succeed & I succeeded this time, it's likely internal (ie: ability/effort) if I usually succeed & I failed I had bad luck (external) |
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Socialization |
The process through which children acquire the attitudes, beliefs, behaviours and skills that their parents and culture consider appropriate |
ie: learn how to control their impulses, interact with others & become competent and adapted members of their culture (family gets blamed if child is bad) |
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Positive Feedback Loop |
A system in which an increase of decrease in one connected factor leads to a change in the same direction in the other connected factor |
ie: father & son argue over cleaning. Mother gets involved - everyone fights. Everyone's response amplifies the other's |
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Negative Feedback Loop |
A system in which a change in one connected factor leads to a change in the opposite direction in the other connected factor |
ie: father rephrases his request to clean which allows his son to comply without feeling like he gave in. Negative emotion = decrease in defiance |
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Disequilibrium |
In a family system, a situation in which there is significance change in a family member or in a relationship between family member |
ie: puberty forces both the parents & the child to make major adjustments |
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Phase transitions |
a period of change in a family system during which minor events may have far-reaching consequences |
ie: can create times of insecurity in both parents & teen. Girl comes home from a party late = parents don't trust her = girl starts lying = mistrust deepens |
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Nuclear Family |
A single set of parents & their children |
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Extended Family |
A family that includes grandparents, aunts, uncles and other kin, as well as parents & children |
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Acceptance/Responsivness |
A dimension of child rearing that includes giving praise, warmth, and affection and paying attention to children's wants, needs, and concerns |
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Demanding/control |
A dimension of child rearing that includes setting rules, stating expectations clearly & monitoring the child to make sure rules are followed & expectations are met |
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Authoritative parents |
Those who are both responsive and demanding |
ie: set clear standards & goals. they listen to child's perspective but make it clear that they are ultimately in charge |
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Authoritarian Parents |
Those who are demanding, but not responsive |
ie: "Do as you're told... because I said so..." punishment is strict and harsh. Not much affection is shown |
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Indulgent Parents |
Those who are responsive, but not demanding |
children are allowed to do as they please. Discipline is rare & inconsistent. Child is encourage to feel like equal partners/voice. Parents afraid to hinder self expression |
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Indifferent parents |
those who are neither responsive nor demanding |
spend hardly any time/energy on their kids. may be so overwhelmed by own problems they don't have the resources to be involved in their children. rules & goals are set to keep kids from bothering them |
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Goodness of fit |
The relationship between the demands & expectations of parents & the temparment of the child |
ie: fit between parent's attitude & expectations and the child's temperament is good from the beginning, and parents are adapatable = a good cycle |
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Autonomy |
An ability to act independently and a willingness to take responsibility for one's actions |
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Emotional Autonomy |
the ability to function without having to rely on others such as parents, to provide a sense of comfort and security |
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Behavioural Autonomy |
The ability to make one's own decisions and take responsibility for them |
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Behavioural Control |
the rules & limits parents place on their child's activities |
ie: curfews, chores, and good manners. guiding & controlling child's behaviour |
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Psychological Control |
trying to control children by acting on their thoughts and feelings |
ie: manipulating their thoughts & feelings. "You don't know how much it wounds me when you disagree with me" |
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Attachment |
The emotional bond that develops between parents & children; may include secure, resistant, avoidance & disorganized/disoriented attachment |
ie: the need to be close to parents especially in times of distress |
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Internal Working Models |
The basic positive or negative concepts that children form about other people and about themselves |
ie: our internal working models help us form expectations about what will happen in human relationships. ex: "the people who care for me are dependable" or "You can't count on anyone. I'm worthless" |
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Detachment |
The process by which adolescents break away from their parents |
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Genotype |
A person's genetic makeup, as contrasted with the phenotype of the way genetic makeup is expressed by the person |
ie: genetic makeup. |
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Behavioural genetics |
A method for interring the influence of genes & environment by studying people who are genetically related |
ie: they look for statistical similarities & differences between people who share genes |
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Twin Study |
research that compares identical & fraternal twins to assess the effects of nature/nurture |
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Adoption study |
research that compares adopted children with their biological & adoptive parents to asses the effects of nature/nurture |
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Shared environmental influences |
are those aspects of experience that tend to make siblings similar to eachother |
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Non-shared environmental influences |
are those that tend to make siblings different to each other |
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Passive gentotype-enviornment correlation |
A situation in which parents create environments that are associated with their own genetically influenced traits which are similar to those of their child |
ie: parents provide home enviornments that are influenced by their own genotypes. parents who like sports will pass that onto their children |
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Evocative genotype- environment correlation |
A situation in which a child has genetically influenced traits that evoke particular responses from others |
a child to loves skiing will get more support & encouragement than one who would rather stay at home |
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Active genotype-environment correlation |
A situation in which children seek out settings that are congenial to their genetically influenced traits |
ie: athletic teen seeks out similarly interested peers: niche picking |
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Gene-environmental interaction |
a situation in which a particular genetic predisposition is expressed in one environment but not in another |
ie: adopted kids with schizophrenia moms - brought up in healthy homes = didn't get it. but in unhealthy homes = did. |
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De-identification |
A process in which siblings deliberately define themselves as different from one another by taking up different interests, activities, friends etc |
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Sibling collusion |
A situation in which siblings form coalitions that encourage deviate or problem behaviour |
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Latchkey teens |
adolescents who are without adult supervision after school & on vacations days, usually because parents work outside of the home |
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Reference Group |
teens use other teens as a source of information, a standard of comparison and source of praise & criticism |
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peer |
someone who is roughly the same level in age, social status or level of functioning with another |
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Age Segregation |
The social custom of grouping people such as children, and adolescents on the basis of their chronological age |
ie: school systems |
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Generation gap |
the idea that there is a sharp divide between the value systems and goals of adolescents and adults |
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postfigurative cultures |
a culture in which social change is slow & younger generations need to acquire the knowledge & skills of their elders |
ie: respect for elders who hold important knowledge, a strong culture value |
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cofigurative cultures |
a culture in which social change is fairly rapid & both older and younger generations come to have knowledge & skills that require each other |
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Prefigurative culture |
a culture in which social change is very rapid & older generations need to replace obsolete knowledge & skills with those of the younger generation |
ie: parents have to learn from their children - not the other way around |
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youth culture |
the idea that adolescents as a group have customs, values and beliefs that separate them from the culture of adults |
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Conformity |
doing as others are doing or what is urged of you, whether or not it fits with personal inclinations, values & beliefs |
ie: if you want to get along, you've got to go along |
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Normative social influence |
acting like others because there is a social norm that prescribes doing as others do |
ie: in a stadium & a wave starts - you will probably do it because you know it's what you are supposed to do |
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Informational social influence |
acting like others because of a belief that others have better information about the correct thing to do |
ie: stopping to look at something because everyone else is |
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alpha pups |
'leaders of the pack' |
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social comparison |
the process of comparing one's status or performance with that of a particular reference group |
ie: how did everyone else do on the test? |
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self-reinforcement |
rewarding or punishing oneself for what one considers a good or bad outcome of one's actions |
ie: comparing your performance with the standard - if you exceed = pride, if you are lower = shame (punishment) |
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Need to belong |
the drive to be part of the social group and to feel accepted by others |
ie: driven to belong because the alternative is to feel unwelcome/ isolated |
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Cross Pressure |
competing social influences from different sources |
ie: who do we spend Thanksgiving with? For teens - Parents/Friends? |
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Sociometric Techniques |
Research tools used to study the structure & inner connections of social groups |
how do we find out a teens place in a social group? |
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social preference |
the degree to which a person is chosen as liked (and not chosen as disliked) by others in a social group |
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social impact |
the degree to which a person is chosen either as liked or disliked |
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popular |
a label for those who are high in both social preference and social impact |
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rejected |
a label for those who are low in social preference but high in social impact |
received many negative nominations but few positive ones = high on social impact but low in social performance |
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neglected |
a label for those who are very low in social impact & neutral in social preference |
ie: gets few mentions |
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contraversial |
a label for those who are very high in social impact but neutral in social preference |
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average |
a label for those who are near the middle on both social preference and social impact |
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Hostile attributional bias |
a tendency to assume that ambiguous actions by others are the result of hostile intent and to respond in a hostile fashion |
ie rejected kids are on the lookout for hostility from others & are quick to attribute what others do as hostile & then retaliate |
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Relational aggression |
trying to hurt someone by attacking their personal and social relationships for example through ridicule, exclusion and malicious gossip |
to damage another person's personal & social relations |
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social cognition |
the ability to reason effectively about people and social relationships |
'why is she so mean? does he want to be friends or just copy my homework? - Teens can think more abstractly and logically about social situations |
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social perspective taking |
the capacity to infer or image the thoughts, perceptions and emotions of other people |
ie: being able to move past egocentrism & look at situations from a different Point of view |
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Bullying |
the deliberate victimization of another person through verbal, social or physical attacks |
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Cyberbullying |
the use of the internet to sent nasty messages to victims or to spread malicious rumours |
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Encouraging Social Competence |
1. Education 2.Assessment 3. Intervention 4. Policy |
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Clique |
a small, close knit group of friends, generally of the same age, sex and social status |
ie: as many as a dozen members or as few as 3. Average is between 5-6 |
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Crowd |
a social category for which membership is based largely on observed characteristics, reputation & stereotypes |
the concept offers a teen a way to understand social structure & to place themselves & others within it. |
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Comprehensive High School |
a school that tries to educate the whole pool of teens by placing them in different tracks according to their presumed abilities & future economic roles |
ie: channelled into university prep, vocational or general education tracks |
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Progressive education |
an approach that saw equality & democratic citizenship as central goals of the education system |
ie: Dewey - different races study common subjects together |
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Junior High School |
Grades 7,8, & 9 intended to meet the special needs of young adolescents & be a bridge between elementary & high school |
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Middle School |
a school that typically includes grades 6,7, and 8 & has become more common than junior high schools |
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Performance orientation |
A focus on competitive success and a tendency to interpret outcomes as a sign of ability or lack of ability. Also called "Ability-Goal orientation" |
Who is smarter than whom? and who gets higher grades? |
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Mastery Orientation |
A focus on learning & mastering tasks and on personal improvement. Also called Task-Goal orientation |
reward academic effort & improvement & downplay competition & social comparison |
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Self-handicapping |
placing obstacles in the way of one's performance in order to avoid having to attribute a possible failure to low ability |
ie: less likely to to ask for help because that looks like an admission of inferiority |
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Tracking |
The practice of assigning students to a particular curriculum or set of courses on the basis of their presumed abilities |
ie: stuck in either vocational, academic or general courses - hard to leave once you were on a certain track |
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School Climate |
the general learning atmosphere in a school, including attitudes of students and staff, order and discipline and student participation |
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School Membership |
The sense that students have a being connected & committed to their school and its positive functioning |
schools that make students feel connected have teens who come out ahead on mental health, higher grades & psychological problems |
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Controllability |
The belief that the cause of an outcome is under your control |
no failure feels good, but one that's not your fault is less shameful |
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Home-school |
where parents educate their children at home with oversight of local education authorities |
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Gifted |
students who are considered to have unusually strong talents or abilities that makes more challenging educational efforts advisable |
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Disabled |
those students who have physical, cognitive or developmental problems that interfere with their progress in school |
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AP class. |
an intensive high school class that leads to nationwide advanced placement exam in a subject - can get a university credit |
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extracurricular activties |
school sponsored & supportive voluntary activities that aren't part of the formal education curriculum |
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Forgotten Half |
A term used to describe those teens who finish high school but don't go on to college or university. 1/4 |
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Mentor |
a non familial adult who provides a young person with guidance & support |
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Social Capital |
a network of personal & social relationships that makes it easier to be effective in accomplishing one's goals |
someone who can arrange for teen to meet another who is in their area of interest |
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Work Ethic |
the belief that working brings positive personal benefits such as strengthened character in addition to whatever goods the work produces |
"idle hands are the devil's workshop" |
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Premature affluence |
having a disposable income with few responsibilities which give teens an unrealistic attitude towards money |
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Apprenticeship |
a system in which teens divide their time between school & on the job training, leading to a certificate/diploma in their chosen field |
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Sense of Community |
The feeling of close connections & shared purpose that unites the person with others in the group |
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Disaffected |
the feeling of mistrust & welfare of the community because teens think the community doesn't care about them |
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Culture |
A relatively stable system of shared norms, beliefs, values and behaviours that are passed across generations |
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Ethnocentrism |
the tendency to see the world from the standpoint of one's own cultural values & assumptions |
ie: see things from our own point of view |
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cross-cultural research |
research that involves comparing how the same process or phenomenon is expressed or experienced by different cultural groups |
2 different cultures are given the same situation to study the similarities and differences of the responsese |
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Individualism |
A worldview that focuses on the uniqueness & independence of autonomous individuals and stresses the importance of personal rights, goals and needs |
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Collectivism |
A worldwide view that focuses on the connectedness of the person to the family or group & stresses the importance of upholding the goals, norms and beliefs of the group |
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socialization |
the process by which children and adolescents acquire the social norms, rules and behaviours of their family and society |
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Enculturation |
the process by which children and adolescents acquire the attitudes, believes and psychological aspects of their culture |
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Ethnocultural Group |
a group of people who share characteristics such as race, religion, national origion, linguistic background, cultural heritage and customs |
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Assimilation |
giving up their own culture and identifying with the majority culture |
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Marginalization |
rejecting both their own culture and the majority culture |
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Separation |
identifying only with their own group and rejecting the majority culture |
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Integration |
retaining their identification with their own ethnocultural group while also identifying with the majority culture |
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Bicultural |
a term for adolescents who have successfully integrated their identificaitons with both their culture of origin and the majority culture |
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Social Class |
a person's place or status in society as indicated by wealth, income, education, living conditions, prestige and influence |
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Uses and gratifications |
an approach to understanding how adolescents choose which media to attend to & what they get from their choices |
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