Educational Psychology 6Th Edition By by John Santrock – Test Bank

 

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Sample Test

Chapter 3

 

True/False Questions

 

1.   In the context of Bronfenbrenner’s ecological theory, the exosystem refers to the culture in which students and teachers live, including the society’s values and customs.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 72. In the context of Bronfenbrenner’s ecological theory, the exosystem refers to the experiences in another setting that influence a child’s education by influencing the quality of schools, parks, etc.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

2.   In the context of Bronfenbrenner’s ecological theory, the chronosystem refers to a student’s sociohistorical conditions, such as whether he or she attended preschool.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 72. In the context of Bronfenbrenner’s ecological theory, the chronosystem includes the sociohistorical conditions of students’ development. For example, the lives of children today differ in many ways from what their parents and grandparents experienced as children.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

3.   Bronfenbrenner’s ecological theory has been instrumental in bringing to attention the importance of looking at children’s lives in more than one setting.

 

Answer: True

Bloom’s Taxonomy: Comprehension

Feedback: Page: 72. Urie Bronfenbrenner provides one of the few theoretical frameworks for systematically examining social contexts on both micro and macro levels, bridging the gap between behavioral theories that focus on small settings and anthropological theories that analyze larger settings.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

4.   Bronfenbrenner’s ecological theory has been instrumental in bringing to attention the importance of biological and cognitive factors in children’s development.

 

Answer: False

Bloom’s Taxonomy: Comprehension

Feedback: Page: 72. Critics of Bronfenbrenner’s ecological theory say that Bronfenbrenner pays too little attention to biological and cognitive factors in children’s development.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

5.   In Erik Erikson’s theory of human development, the final psychosocial stage is generativity versus stagnation.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 74. In Erik Erikson’s theory of human development, the final psychosocial stage is integrity versus despair. It corresponds to the late adulthood years, the sixties until death.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

6.   Erik Erikson described stagnation as the feeling of having done nothing to help the next generation.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 74. Erik Erikson described stagnation as the feeling of having done nothing to help the next generation. Generativity versus stagnation is Erikson’s seventh psychosocial stage.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

7.   Children of authoritarian parents tend to be self-reliant and have high self-esteem.

 

Answer: False

Bloom’s Taxonomy: Comprehension

Feedback: Page: 78. Children of authoritarian parents tend to be anxious, fail to initiate activity, and have poor communication skills.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

8.   Coparenting is the support that parents provide to one another in jointly raising a child.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Pages: 79. Coparenting is the support that parents provide to one another in jointly raising a child. Poor coordination between parents, undermining of the other parent, lack of cooperation and warmth, and disconnection by one parent are conditions that place children at risk for problems.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

9.   The Montessori approach is a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Pages: 86. The Montessori approach is a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities. They are allowed to move from one activity to another as they desire.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

10.                Friendships influence children’s attitudes toward school and how successful they are in the classroom.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 83. Friendships influence children’s attitudes toward school and how successful they are in the classroom. According to one study, sixth-grade students who did not have a friend engaged in less prosocial behavior, had lower grades, and were more emotionally distressed than their counterparts with one or more friends.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

11.                In the United States, females are as likely as males to drop out of high school.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 90. Gender differences characterize U.S. dropout rates, with males more likely to drop out than females in 2012 (7.3 versus 5.9 percent).

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

12.                According to Lawrence Kohlberg, children and adolescents often adopt their parents’ moral standards at the mutual interpersonal expectations, relationships, and interpersonal conformity stage of moral development.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 97. According to Lawrence Kohlberg, children and adolescents often adopt their parents’ moral standards at the mutual interpersonal expectations, relationships, and interpersonal conformity stage of moral development. At this stage, individuals value trust, caring, and loyalty to others as a basis of moral judgments.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

13.                According to Lawrence Kohlberg’s theory of moral development, preconventional reasoning is the highest level of reasoning.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 97. Preconventional reasoning is the lowest level of reasoning in Kohlberg’s theory of moral development and consists of two stages: punishment and obedience orientation (stage 1) and individualism, instrumental purpose, and exchange (stage 2).

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

14.                According to Kohlberg’s theory of moral development, for an individual at the conventional reasoning stage, morality is completely internalized and not based on external standards.

 

Answer: False

Bloom’s Taxonomy: Knowledge

Feedback: Page: 97. Conventional reasoning is the second, or intermediate, level in Kohlberg’s theory of moral development. Individuals abide by certain standards (internal), but they are the standards of others (external), such as parents or the laws of society.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

15.                Kohlberg believed that a child’s moral thinking can be advanced through discussions with others who reason at the next higher stage of moral reasoning.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 98. Kohlberg argued that a child’s moral thinking can be advanced through discussions with others who reason at the next higher stage of moral reasoning. Kohlberg thought that the mutual give-and-take of peer relations promotes more advanced moral thinking because of the role-taking opportunities they provide children.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

16.                Cognitive moral education is an approach based on the belief that students should learn to value ideals such as democracy and justice as their moral reasoning develops.

 

Answer: True

Bloom’s Taxonomy: Knowledge

Feedback: Page: 102. Cognitive moral education is an approach based on the belief that students should learn to value ideals such as democracy and justice as their moral reasoning develops. Kohlberg’s theory has been the basis for a number of cognitive moral education programs.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

Multiple-Choice Questions

 

17.                Persistent low self-esteem is linked with all of the following except:

18.                depression.

19.                eating disorders.

20.                high achievement.

21.                delinquency.

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 92. Persistent low self-esteem is linked with low achievement, depression, eating disorders, and delinquency. For many students, periods of low self-esteem come and go. But for some students, persistent low self-esteem translates into other, more serious problems.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

18.                The values clarification approach differs from the character education approach in that values clarification:

19.                leaves the clarification of values up to teachers rather than to students.

20.                penalizes students for having an incorrect understanding of their values.

21.                does not tell students what their values should be.

22.                has right and wrong answers for values.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Page: 102. The values clarification approach differs from the character education approach in not telling students what their values should be. In values clarification exercises, there are no right or wrong answers. The clarification of values is left up to the individual student.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

19.                A criticism of the values clarification approach is that it:

20.                does not allow students to understand the values of other students.

21.                undermines accepted values and fails to stress morally correct behavior.

22.                does not instruct teachers about prosocial behaviors.

23.                imposes tough sanctions on students for violating the moral codes established by schools.

 

Answer: b

Bloom’s Taxonomy: Comprehension

Feedback: Page: 102. A criticism of the values clarification approach is that it undermines accepted values and fails to stress morally correct behavior. Critics argue that its controversial content offends community standards.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

20.                20. _____ means helping people understand what their lives are for and what is worth working for.

21.                Values clarification

22.                Service learning

23.                Cognitive moral education

24.                Community learning

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 102. Values clarification means helping people to clarify what their lives are for and what is worth working for. In this approach to moral education, students are encouraged to define their own values and to understand others’ values.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

21.                21. Which of the following is an example of service learning?

22.                A student volunteers to nurse patients in a hospital.

23.                A student shares his notes with his classmates.

24.                A student participates in a quiz about social anthropology.

25.                A student questions his teacher about the disciplinary rules at the school.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Page: 102. An example of service learning is when a student volunteers to nurse patients at a hospital. In service learning, students engage in activities such as tutoring, helping older adults, working in a hospital, assisting at a child-care center, or cleaning up a vacant lot to make a play area.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

22.                22. An important goal of service learning is to:

23.                improve intrapersonal skills in students.

24.                encourage students to pursue a career in the arts rather than in science.

25.                ensure that students find employment in service industries.

26.                motivate students to help others.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 102. An important goal of service learning is for students to become less self-centered and more strongly motivated to help others. Service learning is a form of education that promotes social responsibility and service to the community.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

23.                23. By _____, most children accurately identify emotions that are produced by challenging circumstances and describe strategies they might call on to cope with everyday stress.

24.                5 years of age

25.                2 years of age

26.                3 years of age

27.                9 years of age

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 104. By 5 years of age, most children can accurately identify emotions that are produced by challenging circumstances and describe strategies they might call on to cope with everyday stress.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

24.                A criticism of Lawrence Kohlberg’s theory of moral development is that:

25.                it places too much emphasis on relationships and concern for others.

26.                it is collectivistic in nature.

27.                it is a justice perspective rather than a care perspective.

28.                it places too much emphasis on moral behavior and not enough on moral thinking.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Page: 99. A criticism of Lawrence Kohlberg’s theory of moral development is that it is a justice perspective rather than a care perspective. According to Carol Gilligan, Kohlberg greatly underplayed the care perspective—possibly because he was a male, most of his research was on males, and he lived in a male-dominant society.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

25.                The domain theory of moral development advocates that:

26.                moral reasoning is not as important as social conventional reasoning.

27.                social conventions are a stop-over on the road to higher moral sophistication.

28.                social conventional reasoning is not lower than postconventional reasoning.

29.                cognitive development is primarily responsible for moral thinking and moral development.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 99–100. Domain theory is a serious challenge to Lawrence Kohlberg’s approach because Kohlberg argued that social conventions are a stop-over on the road to higher moral sophistication. For domain theory advocates, social conventional reasoning is not lower than postconventional reasoning but rather something that needs to be disentangled from the moral thread.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

26.                Which of the following statements is true about the domain theory of moral development?

27.                It states that children’s social conventions emerge from their attempts to deal with different forms of social experience.

28.                It states that a justice perspective of moral thinking is more important than a care perspective.

29.                It states that moral rules are subjective.

30.                It states that the violation of conventional rules is more serious than the violation of moral rules.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Page: 99. In domain theory, children’s and adolescents’ moral and social conventional domains emerge from their attempts to understand and deal with different forms of social experience. The domain theory of moral development states that there are different domains of social knowledge and reasoning.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

27.                According to the domain theory of moral development, unlike conventional rules, moral rules are:

28.                obligatory.

29.                completely personal.

30.                widely rejected.

31.                arbitrary.

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 99. According to the domain theory of moral development, unlike conventional rules, moral rules are not arbitrary. They are obligatory, widely accepted, and somewhat impersonal.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

28.                In the context of prosocial behavior, _____ is an unselfish interest in helping another person.

1.   gratitude

2.   goodwill

3.   amity

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 100. The purest forms of prosocial behavior are motivated by altruism, an unselfish interest in helping another person. Prosocial behavior involves transcending narrow self-interest and valuing the perspectives of others.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

29.                Who developed a theory of moral development according to which internalization plays a key role in the development process of people?

30.                John Dewey

31.                Urie Bronfenbrenner

32.                Erik Erikson

33.                Lawrence Kohlberg

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 98. A key concept in understanding Kohlberg’s theory is internalization. At the preconventional level of moral development, internalization is absent.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

30.                Which of the following best describes character education?

31.                Direct approach of teaching basic moral literacy through instruction and example

32.                Exercises in which students learn to construct values for themselves

33.                Activities in which groups of students construct values for themselves and provide arguments for those values

34.                A six-week course in which students learn about local law enforcement

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 101–102. Character education is a direct approach to moral education that involves teaching students basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves or others. According to the character education approach, every school should have an explicit moral code that is clearly communicated to students.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

31.                31. The character education approach advocates that:

32.                every school should maintain an explicit moral code that is clearly communicated to students.

33.                every school should complete 200 hours of service learning.

34.                schools should be discouraged from developing a care perspective in communicating values to students.

35.                schools should refrain from imposing sanctions on students who violate moral codes.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 101–102. According to the character education approach, every school should have an explicit moral code that is clearly communicated to students. Any violations of the code should be met with sanctions. Instruction in moral concepts with respect to specific behaviors, such as cheating, can take the form of example and definition, class discussions and role-playing, or rewards to students for proper behavior.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

32.                Which of the following is a teaching strategy for improving children’s self-esteem?

33.                Identify the causes of low self-esteem.

34.                Provide emotional support and social approval.

35.                Develop children’s coping skills.

36.                All of the answers are correct.

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 95. Strategies for improving children’s self-esteem are as follows: (1) Identify the causes of low self-esteem. (2) Provide emotional support and social approval. (3) Develop children’s coping skills.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

33.                _____ occurs when individuals have not yet experienced a crisis or made any commitments.

34.                Identity diffusion

35.                Identity foreclosure

36.                Moral development

37.                Identity achievement

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 94. Identity diffusion occurs when individuals have not yet experienced a crisis or made any commitments. Not only are they undecided about occupational and ideological choices, but they are also likely to show little interest in such matters.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

34.                Which of the following individuals is at Kohlberg’s social systems morality stage of moral reasoning?

35.                Adam does his seatwork quietly because he knows that his teacher will send a note home if he doesn’t and then he will be punished.

36.                Barbara reports to her teacher all those students who misbehaved in class while the teacher was away because Barbara wants the teacher to like her.

37.                Clara does not think it is fair that she must miss recess; after all, she did what her teacher said, which was to quietly form a line by the door before the teacher counted to five. However, the other students didn’t, and now the whole class suffers.

38.                Don obeys his teacher because the rules of the school are that all students must obey the teachers. As a student, he has a duty to obey his teacher.

 

Answer: d

Bloom’s Taxonomy: Application

Feedback: Page: 98. Social systems morality is the fourth stage in Kohlberg’s theory of moral development. At this stage, moral judgments are based on understanding the social order, law, justice, and duty. For example, adolescents may say that, for a community to work effectively, it needs to be protected by laws that are adhered to by its members.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

35.                Which of the following individuals is at Kohlberg’s social contract stage of moral reasoning?

36.                Dorothy does what her teacher says because she knows that if she doesn’t she’ll be punished.

37.                Bonnie obeys her teacher because she wants the teacher to like her and to think that she is a good student.

38.                Sylvia obeys her teacher because she understands that the only way a classroom and a school can run effectively is if all students behave appropriately.

39.                David obeys his teacher because the rules say that all students must obey teachers, and as a student, his duty is to obey the rules.

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 98. At Kohlberg’s social contract stage of moral reasoning, individuals reason that values, rights, and principles undergird or transcend the law. A person evaluates the validity of actual laws and examines social systems in terms of the degree to which they preserve and protect fundamental human rights and values.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

36.                Which of the following statements reflects Kohlberg’s social systems morality?

37.                “Do your own thing.”

38.                “Scratch my back, and I’ll scratch yours.”

39.                “Rules are made to be broken.”

40.                “Buckle up. It’s the law.”

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 98–99. “Buckle up. It’s the law” reflects Kohlberg’s social systems morality. Social systems morality is the fourth stage in Kohlberg’s theory of moral development. At this stage, moral judgments are based on understanding the social order, law, justice, and duty. For example, adolescents may say that, for a community to work effectively, it needs to be protected by laws that are adhered to by its members.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

37.                One of Susie’s students requires an extra point to pass an exam. Susie refuses to award the extra point to the student. She feels that it is a violation of the law to award students points they did not earn. She fails this student, and the student does not graduate. According to Kohlberg, Susie is at the _____ level of moral reasoning.

38.                preconventional

39.                conventional

40.                postconventional

41.                None of the answers is correct.

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 99. Susie is at the conventional level of moral reasoning. The conventional reasoning level consists of two stages: mutual interpersonal expectations, relationships, and interpersonal conformity and social systems morality. Social systems morality is the fourth stage in Kohlberg’s theory of moral development. At this stage, moral judgments are based on understanding the social order, law, justice, and duty. For example, adolescents may say that, for a community to work effectively, it needs to be protected by laws that are adhered to by its members.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

38.                Denisha notices that Kylov forgot to bring his crayons to class. Denisha offers to lend Kylov her green crayon, which is her least favorite, if he agrees to switch his seat with her so that she can sit next to her best friend. This is an example of Kohlberg’s _____ stage of moral development.

39.                heteronomous morality

40.                individualism, instrumental purpose, and exchange

41.                mutual interpersonal expectations, relationships, and interpersonal conformity

42.                social systems morality

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 98. This is an example of Kohlberg’s individualism, instrumental purpose, and exchange stage of moral development. Individualism, instrumental purpose, and exchange is the second stage of Kohlberg’s theory. At this stage, individuals pursue their own interests but also let others do the same. Thus, what is right involves an equal exchange. People are nice to others so that others will be nice to them in return.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

39.                Robby cheated on a math test by stealing the answers from his teacher’s desk. The teacher realizes that someone stole the answers from her desk. She asks students in her fourth-grade math class if they know who did it. Several of them stand up and announce to the class that they saw Robby take the answers from her desk. According to Kohlberg’s theory of moral development, the children are most likely at the _____ stage of moral development.

40.                heteronomous morality

41.                individualism, purpose, and exchange

42.                mutual interpersonal expectations, relationships, and interpersonal conformity

43.                social systems morality

 

Answer: d

Bloom’s Taxonomy: Application

Feedback: Pages: 97–98. According to Kohlberg’s theory of moral development, the children are at the social systems morality stage of moral development. Social systems morality is the fourth stage in Kohlberg’s theory of moral development. At this stage, moral judgments are based on understanding the social order, law, justice, and duty.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

40.                Which of the following statements best describes a student with identity foreclosure?

41.                The student has explored career paths and made a commitment toward a goal.

42.                The student has accepted someone else’s idea for a career path and made a commitment toward that goal.

43.                The student has not explored career paths and has no goal.

44.                The student has explored career paths but has made no commitments toward any path.

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 94. In identity foreclosure, adolescents have made a commitment but not adequately considered alternatives. This occurs most often when parents hand down commitments to their adolescents, more often than not in an authoritarian manner.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

41.                Isaac, an adolescent, enjoys music and has always done well in math and science. He has explored career options in music, math, and science. After his extensive research, talking with counselors, and meeting with people employed in each field, Isaac has decided to pursue a career in statistics. Which of the following labels best describes Isaac’s identity status?

42.                Identity diffusion

43.                Identity moratorium

44.                Identity achievement

45.                Identity foreclosure

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 95. The label that best describes Isaac’s identity status is identity achievement. Identity achievement occurs when individuals have undergone a crisis and have made a commitment.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

42.                Marsha has spent very little time thinking about her career options, but she knows that she wants to be an electrical engineer, just like her mother and father. Her school counselor is concerned because Marsha shows little interest in math and science. However, her parents are very proud. They assume that Marsha will begin to enjoy math and science once she joins a college. Which of the following labels best describes Marsha’s identity status?

43.                Identity diffusion

44.                Identity moratorium

45.                Identity achievement

46.                Identity foreclosure

 

Answer: d

Bloom’s Taxonomy: Application

Feedback: Page: 94. The label that best describes Marsha’s identity status is identity foreclosure. In identity foreclosure, adolescents have made a commitment but have not adequately explored alternatives.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

43.                Benjamin is a high school student who enjoys art classes the most. He also loves photography. He would like to pursue a career in creative arts. He would also like to work with people. He has thought about becoming an art teacher, photographer, or art historian. He is still thinking about his career but has not made a final decision. Which of the following labels best describes Benjamin’s identity status?

44.                Identity diffusion

45.                Identity moratorium

46.                Identity achievement

47.                Identity foreclosure

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 95. The label that best describes Benjamin’s identity status is identity moratorium. In identity moratorium, adolescents are in the midst of exploring alternatives, but their commitments are either absent or vaguely defined.

Learning Goal III: Explain these aspects of children’s socioemotional development: self-esteem, identity, moral development, and emotional development.

 

44.                Which of the following provides the best example of how the macrosystem, as described by Bronfenbrenner, influences education?

45.                Students interact directly with their teachers.

46.                A parent influences classroom policies by complaining to the principal of the school.

47.                Students from ethnic minorities are given adequate transportation facilities to reach the school.

48.                Teachers go on strike in response to salary cuts.

 

Answer: d

Bloom’s Taxonomy: Application

Feedback: Page: 72. When teachers go on strike in response to salary cuts, it highlights the role the macrosystem in influencing education. The macrosystem involves the culture in which students and teachers live.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

45.                Which of the following provides the best example of how the exosystem, as described by Bronfenbrenner, influences education?

46.                Students interact directly with their teacher.

47.                A parent and the child meet with the child’s teacher after school.

48.                A student’s grades plummet soon after his or her parents file for divorce.

49.                A local government approves an increased funding for public school libraries.

 

Answer: d

Bloom’s Taxonomy: Application

Feedback: Page: 72. When a local government approves an increased funding for public school libraries, it highlights the role of the exosystem in influencing education. The exosystem refers to the factors in a setting beyond students’ direct experience that influence the quality of education. The exosystem is at work when experiences in another setting (in which students do not have an active role) influence what students and teachers experience in the immediate context.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

46.                In the context of understanding children’s socioemotional development, Bronfenbrenner’s ecological theory provides one of the few theoretical frameworks for systematically examining _____ on both micro and macro levels.

47.                social contexts

48.                biological factors

49.                cognitive factors

50.                inherited traits

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 72. In the context of understanding children’s socioemotional development, Bronfenbrenner’s ecological theory provides one of the few theoretical frameworks for systematically examining social contexts on both micro and macro levels, bridging the gap between behavioral theories that focus on small settings and anthropological theories that analyze larger settings. His theory has been instrumental in showing how different contexts of children’s lives are interconnected.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

47.                _____ is Erikson’s first psychosocial stage of development.

48.                Autonomy versus shame and doubt

49.                Trust versus mistrust

50.                Identity versus identity confusion

51.                Integrity versus despair

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 73. Trust versus mistrust is Erikson’s first psychosocial stage. It occurs in the first year of life.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

48.                According to Erikson’s stages of human development, when does an individual undergo the stage of identity versus identity confusion?

49.                When the individual is in the first year of his or her life

50.                When the individual is in the second year of his or her life

51.                When the individual is in his or her elementary school years

52.                When the individual is in his or her adolescent years

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 74. According to Erikson’s stages of human development, the fifth stage of development occurs during adolescence. This is the stage of identity versus identity confusion.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

49.                According to Erikson, during the ages of approximately 3 to 5 years, a child is in which of the following stages of development?

50.                Intimacy versus isolation

51.                Trust versus mistrust

52.                Identity versus identity confusion

53.                Initiative versus guilt

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 73. Initiative versus guilt is Erikson’s third psychosocial stage of human development. It corresponds to early childhood, about 3 to 5 years of age.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

50.                A child begins to learn to be responsible for his or her self and belongings at the _____ stage of Erikson’s life-span development theory.

51.                initiative versus guilt

52.                industry versus isolation

53.                autonomy versus shame and doubt

54.                generativity versus stagnation

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Pages: 73–74. During early childhood, ages 3 to 5, a child experiences the stage of initiative versus guilt. The child either learns to be responsible and thus increases initiative or doesn’t and thus develops a sense of guilt.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

51.                During which of Erikson’s stages of human development is a person expected to focus his or her efforts on transmitting something positive to the next generation?

52.                Intimacy versus isolation

53.                Initiative versus guilt

54.                Integrity versus despair

55.                Generativity versus stagnation

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 74. Generativity versus stagnation is Erikson’s seventh psychosocial stage. It corresponds to the middle adulthood years, the forties and fifties. Generativity means transmitting something positive to the next generation.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

52.                At the _____ stage of Erikson’s psychosocial stages of human development, infants begin to discover that their behavior is their own.

53.                autonomy versus shame and doubt

54.                generativity versus stagnation

55.                initiative versus guilt

56.                identity versus identity confusion

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 73. Autonomy versus shame and doubt is Erikson’s second psychosocial stage. It occurs in late infancy and the toddler years. After gaining trust in their caregivers, infants begin to discover that their behavior is their own. They assert their independence and realize their will.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

53.                According to Erikson’s life-span development theory, the primary risk during the elementary years is that an individual might develop a sense of which of the following?

54.                Inferiority, unproductiveness, and incompetence

55.                Regret, despair, and sorrow

56.                Loneliness and isolation

57.                Guilt and anxiety

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 74. During the elementary years, children are most enthusiastic about learning. The danger during this time is that a child might develop a sense of inferiority, unproductiveness, and incompetence.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

54.                Julie is not sure about which college to choose for her economics course. She does not know whether she would like to stay away from home. She is also unsure whether she would want to share her room with someone she knows. According to Erikson’s life-span development theory, Julie is at the _____ stage of human development.

55.                trust versus mistrust

56.                identity versus identity confusion

57.                autonomy versus shame and doubt

58.                industry versus inferiority

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 74. According to Erikson’s life-span development theory, Julie is at the identity versus identity confusion stage of human development. This is the fifth stage and occurs during adolescence.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

55.                Ms. Nolen has Mia, one of her students, stay after class so that she can speak to her about Mia’s recent essay. Ms. Nolen noticed that in her essay on the topic of future careers, Mia varied from aspiring to becoming a financial consultant, to a school principal, to a nurse, to the manager of a pet shop. According to Erikson’s life-span development theory, Mia is at the _____ stage of human development.

56.                industry versus inferiority

57.                identity versus identity confusion

58.                initiative versus guilt

59.                autonomy versus shame and doubt

 

Answer: b

Bloom’s Taxonomy: Application

Feedback: Page: 74. According to Erikson’s life-span development theory, Mia is at the identity versus identity confusion stage of human development. The fifth psychosocial stage occurs during adolescence. This is the stage of identity versus identity confusion.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

56.                At the initiative versus guilt stage of Erikson’s life-span development theory, children learn to:

57.                control their bodily functions so they don’t feel guilty about having “accidents.”

58.                take initiative in feeding and dressing themselves.

59.                plan and carry out some of their own activities.

60.                persevere at difficult tasks.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Pages: 73–74. Initiative versus guilt is Erikson’s third psychosocial stage. It corresponds to early childhood, about 3 to 5 years of age. As young children experience a widening social world, they are challenged more than they were as infants. To cope with these challenges, they need to engage in active, purposeful behavior that involves initiative. Children develop uncomfortable guilt feelings if they are irresponsible or are made to feel too anxious.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

57.                According to Erikson’s life-span development theory, if an individual is neglected or treated badly as an infant, that individual will likely develop which of the following traits?

58.                Guilt

59.                Isolation

60.                Mistrust

61.                Identity confusion

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 73. Trust versus mistrust is Erikson’s first psychosocial stage. It occurs in the first year of life. Mistrust develops when infants are treated negatively or ignored.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

58.                According to Erikson’s life-span development theory, if a toddler is punished harshly, he or she will likely develop which of the following traits?

59.                Guilt

60.                Isolation

61.                Mistrust

62.                Shame

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 73. If a toddler is punished harshly, he or she will likely develop shame. Autonomy versus shame and doubt is Erikson’s second psychosocial stage. It occurs in late infancy and the toddler years. If infants are restrained too much or punished too harshly, they develop a sense of shame and doubt.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

59.                Chase’s mom thinks it’s better to let her infant son cry for a while before attending to his needs so that he does not become spoiled. According to Erikson’s life-span development theory, if an infant thinks that his needs may or may not be met, he or she will likely develop which of the following traits?

60.                Guilt

61.                Isolation

62.                Mistrust

63.                Shame

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 73. If an infant thinks that his needs may or may not be met, he or she will likely develop mistrust. Trust versus mistrust is Erikson’s first psychosocial stage. It occurs in the first year of life. The development of trust requires warm, nurturing caregiving.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

60.                Cecilia’s mother volunteers to help other students in Cecilia’s class. She participates in classroom activities three times a week. Cecilia’s father is on the school advisory committee that discusses important connections between the school and the families. According to Bronfenbrenner, Cecilia’s connections with others demonstrate the:

61.                exosystem.

62.                microsystem.

63.                mesosystem.

64.                macrosystem.

 

Answer: c

Bloom’s Taxonomy: Application

Feedback: Page: 72. According to Bronfenbrenner, Cecilia’s connections with others demonstrate the mesosystem. The mesosystem is a setting that establishes linkages between microsystems.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

61.                Ryan’s favorite park is going to be demolished, and in its place, a shopping center is going to be built. Ryan is very upset because he will no longer be able to go to the park every day and play. His mom has explained to him that they have no control over this decision. She will try to take him to the next closest park. However, this park is farther away, and Ryan may only get to go once a week. According to Bronfenbrenner, Ryan’s experiences are influenced by the:

62.                exosystem.

63.                microsystem.

64.                mesosystem.

65.                macrosystem.

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 72. According to Bronfenbrenner, Ryan’s experiences are influenced by the exosystem. The exosystem is at work when experiences in another setting (in which students do not have an active role) influence what students and teachers experience in the immediate context.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

62.                Kenny lives in the United States. His friend, with whom he chats on the Internet, lives in a culture in which men and women have traditional gender roles. Kenny’s friend is very surprised to hear that Kenny’s mom goes to work and that his dad stays at home with the children. According to Bronfenbrenner, this scenario demonstrates the:

63.                exosystem.

64.                microsystem.

65.                mesosystem.

66.                macrosystem.

 

Answer: d

Bloom’s Taxonomy: Application

Feedback: Page: 72. According to Bronfenbrenner, this scenario demonstrates the macrosystem. The macrosystem is the culture in which students and teachers live, including society’s values and customs.

Learning Goal I: Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s ecological theory and Erikson’s life-span development theory.

 

63.                Children whose parents are _____ often behave in socially competent ways.

64.                indulgent

65.                authoritarian

66.                authoritative

67.                neglectful

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 78. Children whose parents are authoritative often behave in socially competent ways. Authoritative parenting encourages children to be independent but still places limits and controls on their actions.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

64.                Which of the following statements best describes indulgent parenting?

65.                Parents are highly involved with their children but place few limits or restrictions.

66.                Parents are highly involved with their children and place severe limits and restrictions.

67.                Parents are uninvolved with their children and place few limits or restrictions.

68.                Parents are uninvolved with their children but place severe limits and restrictions.

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 78. Indulgent parenting is a parenting style in which parents are highly involved with their children but place few limits or restrictions on their behaviors.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

65.                Which of the following statements best describes neglectful parenting?

66.                Parents are highly involved with their children but place few limits or restrictions.

67.                Parents are highly involved with their children and place severe limits and restrictions.

68.                Parents are uninvolved with their children and place few limits or restrictions.

69.                Parents are uninvolved with their children but place severe limits and restrictions.

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 78. Neglectful parenting is a parenting style in which parents are uninvolved in their children’s lives. Children of neglectful parents develop the sense that other aspects of their parents’ lives are more important than they are.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

66.                Which of the following statements best describes the characteristics of children who are raised by neglectful parents?

67.                They get along well with others and have high self-esteem.

68.                They have poor self-control and do not handle independence well.

69.                They are extremely competitive and highly motivated.

70.                They have poor communication skills but follow directions well.

 

Answer: b

Bloom’s Taxonomy: Comprehension

Feedback: Page: 78. Children of parents who are neglectful often behave in socially incompetent ways. They have poor self-control, do not handle independence well, and are not achievement-oriented.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

67.                Which of the following statements best describes the characteristics of children who are raised by authoritative parents?

68.                They get along well with their peers and have high self-esteem.

69.                They have poor self-control and do not handle independence well.

70.                They are extremely competitive and highly motivated.

71.                They have poor communication skills but follow directions well.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Page: 78. Children of authoritative parents often behave in socially competent ways. They tend to be self-reliant, delay gratification, get along with their peers, and have high self-esteem.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

68.                Which of the following statements best describes the characteristics of children who are raised by authoritarian parents?

69.                They get along well with their peers and have high self-esteem.

70.                They have poor self-control and do not handle independence well.

71.                They are extremely competitive and outgoing with their peers.

72.                They are anxious about social comparison, fail to initiate activity, and have poor communication skills.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 78. Children of authoritarian parents often tend to be anxious about social comparison, fail to initiate activity, and have poor communication skills.
Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

69.                Which of the following countries has the lowest percentage of single-parent families?

70.                Sweden

71.                France

72.                Japan

73.                Canada

 

Answer: c

Bloom’s Taxonomy: Knowledge

Feedback: Page: 79. Japan has the lowest percentage of single-parent families (6 percent).

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

70.                Throughout elementary school, children in divorced families have the highest achievement and fewest problems when both the parenting environment and the school environment are which of the following?

71.                Neglectful

72.                Indulgent

73.                Authoritarian

74.                Authoritative

 

Answer: d

Bloom’s Taxonomy: Knowledge

Feedback: Page: 80. Throughout elementary school, children in divorced families have the highest achievement and fewest problems when both the parenting environment and the school environment are authoritative.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

71.                Recent studies show that participation in extracurricular activities is linked to all of the following except:

72.                higher rates of substance abuse.

73.                reduced school dropout rates.

74.                improved likelihood of going to college.

75.                higher self-esteem.

 

Answer: a

Bloom’s Taxonomy: Knowledge

Feedback: Page: 90. Participation in extracurricular activities is linked to reduced school dropout rates. Researchers have found that participation in extracurricular activities is linked to higher grades, greater school engagement, improved likelihood of going to college, higher self-esteem, and lower rates of depression, delinquency, and substance abuse.
Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

72.                Researchers who study peer relations among children have noted that popular children typically display which of the following characteristics?

73.                They lack self-confidence.

74.                They show concern for others.

75.                They engage in delinquent behavior.

76.                They are dishonest.

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 83. Popular children give out positive reinforcements: they listen carefully, are happy, and show enthusiasm and concern for others.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

73.                In the United States, Project Head Start was designed to:

74.                provide a babysitting service for young children from low-income and middle-income families.

75.                provide an opportunity for young children from low-income families to acquire skills to help them succeed in school.

76.                provide tutoring and child care for teenage mothers while the mothers complete requirements for high school graduation.

77.                provide advanced training for all young children in need of special assistance.

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 87. Project Head Start was designed to provide young children from low-income families the opportunities to acquire the skills and experiences that are important for success in school.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

74.                Which of the following is a theme of developmentally appropriate education?

75.                Children’s development occurs independent of sociocultural conditions such as poverty.

76.                Children learn best while sitting quietly at desks and working independently.

77.                Children are active learners and should be encouraged to explore the world around them.

78.                Assignments are designed primarily to emphasize academic skills.

 

Answer: c

Bloom’s Taxonomy: Comprehension

Feedback: Page: 85. Developmentally appropriate activities include working on projects of interest to students and working with other individuals.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

75.                Which of the following best describes the curriculum controversy in early childhood education?

76.                Local school districts are putting pressure on preschools to develop rigorous math and reading curriculum.

77.                Reform-minded educators advocate a bilingual preschool environment.

78.                Some educators advocate home-based instruction, while others advocate a standards-based school environment.

79.                Some educators advocate a child-centered, constructivist approach, while others advocate an academic, direct-instruction approach.

 

Answer: d

Bloom’s Taxonomy: Comprehension

Feedback: Page: 86. The current controversy about what early childhood education should be involves those who advocate a child-centered, constructivist approach and those who advocate an academic, instructivist approach.
Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

76.                Some experts worry that emphasizing academic skills in early childhood education programs will result in which of the following?

77.                Increased pressure on young children to achieve

78.                Increased emphasis on socioemotional skills

79.                Overemphasis on developmentally appropriate practices

80.                All of the answers are correct.

 

Answer: a

Bloom’s Taxonomy: Comprehension

Feedback: Page: 87. Many education experts like Lilian Katz worry about academic approaches that place too much pressure on young children to achieve and don’t provide any opportunities to actively construct knowledge. Competent early childhood programs also should focus on cognitive development and socioemotional development, not exclusively on cognitive development.
Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

77.                Parenting styles are different with respect to the degree of control that parents exert over their children. Which parenting style exerts the most control over their children?

78.                Authoritative

79.                Authoritarian

80.                Uninvolved

81.                Permissive

 

Answer: b

Bloom’s Taxonomy: Knowledge

Feedback: Page: 78. Authoritarian parents exert too much control over their children. Authoritarian parents exhort children to follow their directions and respect them. They place firm limits and controls on their children and allow little verbal exchange.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.

 

78.                Sam, a student in your class, is in danger of failing math because he never does his homework. When Sam’s parents come in for a conference, you explain the situation and show them his homework record. Sam’s parents act shocked by the news. They then begin to accuse you of assigning too much homework for a child in the third grade. Sam’s mom says, “You know a teacher should not have to make up with homework what is not done during the class time. Sam says that you spend too much time playing around instead of teaching. He should not be held responsible for your inadequate teaching.” Which parenting style are Sam’s parents exhibiting?

79.                Indulgent

80.                Authoritarian

81.                Authoritative

82.                Neglectful

 

Answer: a

Bloom’s Taxonomy: Application

Feedback: Page: 78. Sam’s parents are exhibiting an indulgent parenting style. Indulgent parenting is a parenting style in which parents are highly involved with their children but place few limits or restrictions on their behaviors. These parents often let their children do whatever they want because they believe the combination of nurturant support and lack of restraints will produce a creative, confident child.

Learning Goal II: Discuss how the social contexts of families, peers, and schools are linked with socioemotional development.