Chapter 10: School and Work Contexts

Test Bank

Multiple Choice

1. Which concept emphasizes an individual’s role in the outcome, such as ability or skill?

A. internal attributions

B. external attributions

C. stage-environment fit

D. cooperative learning

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Knowledge

Answer Location: Achievement Attributions

Difficulty Level: Easy

2. Which concept emphasizes outside factors role in the outcome to explain performance?

A. internal attributions

B. external attributions

C. stage-environment fit

D. cooperative learning

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Knowledge

Answer Location: Achievement Attributions

Difficulty Level: Easy

3. Which concept views skills as changeable or malleable?

A. Abstract reasoning

B. Post-formal reasoning

C. Growth mindset

D. Fixed mindset

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Knowledge

Answer Location: Achievement Attributions

Difficulty Level: Easy

4. An individual with internal attributions and a growth mind-set tends to have a strong ______.

A. authoritarian parent

B. stage-environment fit

C. emotional impulse

D. mastery orientation

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Knowledge

Answer Location: Achievement Attributions

Difficulty Level: Easy

5. Which concept refers to an individual who makes attributions to external factors along with believing characteristics are unchangeable?

A. learned helplessness orientation

B. stage-environment fit

C. internal attribution

D. developmental dyscalculia

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Knowledge

Answer Location: Achievement Attributions

Difficulty Level: Easy

6. Which concept emphasizes characteristics as unchangeable and enduring?

A. authoritative parenting

B. fixed mindset

C. cooperative learning

D. internal attributions

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Knowledge

Answer Location: Achievement Attributions

Difficulty Level: Easy

7. Which scenario demonstrates a growth mind-set?

A. James believes if he studies a bit more he can change his grade in math.

B. James thinks he will never be able to do the math no matter how hard he tries.

C. James blames the teacher for his bad grade in math.

D. James got up late which he thought explained his performance on the math exam.

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Comprehension

Answer Location: Achievement Attributions

Difficulty Level: Medium

8. Which person is illustrating external attributions?

A. Kendra explained that she studied really hard for the test.

B. Stacy said that she got an A because the test was easy.

C. Emma tells her friend that she has worked hard in basketball.

D. Jada explains her plan to work hard to improve in soccer.

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Comprehension

Answer Location: Achievement Attributions

Difficulty Level: Medium

9. What impact does a mastery orientation have on adolescents’ grades in school?

A. A mastery orientation aids authoritative parents create external attributes for higher grades in school.

B. A mastery orientation has been associated with lower grades and classroom engagement.

C. A mastery orientation has been shown to predict classroom engagement and higher grades.

D. A mastery orientation aids students create a fixed mindset for higher grades in school.

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Analysis

Answer Location: Achievement Attributions

Difficulty Level: Medium

10. Brian’s mom has always emphasized to him that he could alter and change his own outcomes as long as he gave it effort. Brian began to believe that he could change his soccer skills. He loved soccer but had a really hard time scoring goals. He began practicing on his own as well as with the team. Soon, Brian increased his ability to score goals during the games. Brian is illustrating ______.

A. stage-environment fit

B. abstract reasoning

C. external attributions

D. a growth mindset

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Application

Answer Location: Achievement Attributions

Difficulty Level: Hard

11. Bella is really hard on herself about chemistry. She just does not understand the math or anything else in class. She thinks that the teacher makes it hard on purpose so that no one can get a good grade or understand it. Since she began this class, she has been avoiding challenges in her other classes as well. Bella is demonstrating ______.

A. a learned helplessness orientation

B. cooperative learning

C. perspective taking

D. internal attributions

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Application

Answer Location: Achievement Attributions

Difficulty Level: Hard

12. Dennis has not been doing very well in his English class. He wants to raise his grade but just is not sure how to do this. Dennis decides to meet with his teacher to see whether she can help him understand how he can better prepare and improve his skills for this class. Dennis is using ______.

A. perspective taking

B. internal attributions

C. a learned helplessness orientation

D. a fixed mind-set

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Application

Answer Location: Achievement Attributions

Difficulty Level: Hard

13. Jamal has been working hard to increase his study skills for the upcoming standardized test which can help him get into the college of his choice. He believes that he can change this score just by applying the new study techniques he has learned. Jamal is demonstrating ______.

A. perspective taking

B. external attributions

C. a mastery orientation

D. abstract reasoning

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Application

Answer Location: Achievement Attributions

Difficulty Level: Hard

14. Which statement is true of parenting styles and a mastery orientation in adolescents?

A. Uninvolved parents foster a mastery orientation in adolescents.

B. Permissive parents foster a mastery orientation in adolescents.

C. Authoritarian parents foster a mastery orientation in adolescents.

D. Authoritative parents foster a mastery orientation in adolescents.

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Comprehension

Answer Location: Parents

Difficulty Level: Medium

15. What impact does parents’ socioeconomic status have on adolescents’ motivation?

A. Higher socioeconomic status increases the availability of resources and opportunities influencing adolescents’ motivation.

B. Higher socioeconomic status decreases resources and opportunities influencing adolescents’ motivation.

C. Lower socioeconomic status increases the availability of resources and opportunities influencing adolescents’ motivation.

D. Socioeconomic status has no effect on adolescents’ motivation.

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Medium

16. Connor’s parents have always supported him. Whenever he has trouble they help him to make decisions that solve his problems. Connor’s parents encourage autonomy in him, but they are also there if he needs them. He feels pretty competent in everything he does and knows that he has the skills to help him improve with his parents support. Connor’s parents foster a mastery orientation in him. Connor’s parents are most likely ______.

A. permissive

B. authoritative

C. uninvolved

D. authoritarian

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Application

Answer Location: Parents

Difficulty Level: Hard

17. What impact does perceived peer acceptance have on achievement motivation in adolescents?

A. Perceived peer acceptance has a moderately negative association with achievement motivation.

B. Perceived peer acceptance has no association with achievement motivation in adolescents.

C. Perceived peer acceptance is positively associated with achievement motivation in adolescents.

D. Perceived peer acceptance is negatively associated with achievement motivation in adolescents.

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Analysis

Answer Location: Peers

Difficulty Level: Medium

18. Ling competes on her school’s academic team. She does pretty well on the written tests. Her parents immigrated to the United States from China before she was born, so Ling has grown-up assimilated to American culture. Ling’s mother helps her prepare for the competitions by quizzing her. Her mother points out the questions that Ling got wrong along with a strategy to help her get them right in the future. Ling’s mother’s culture has influenced her to create a ______ in Ling.

A. learned helplessness orientation

B. external attributions

C. fixed mindset

D. growth mindset

Learning Objective: 10.1: Discuss achievement attributions and motivations, including their influences.

Cognitive Domain: Application

Answer Location: Cultural Influences

Difficulty Level: Hard

19. Which can be expected for grades during school transitions for adolescents?

A. decline in grades

B. slight improvement in grades

C. sizeable increase in grades

D. no change in grades

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Knowledge

Answer Location: Shifting Contexts

Difficulty Level: Easy

20. Which statement is true for adolescents going from middle school to high school?

A. School transitions are associated with an increase in grades.

B. School transitions are associated with a temporary decline in grades.

C. School transitions are associated with a decrease in executive function.

D. School transitions are associated with specific learning disorders.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Shifting Contexts

Difficulty Level: Medium

21. Katya has just started middle school. She is very anxious about going to middle school. In fact, her mother is concerned because she doesn’t want to go to school like she did in the past. Katya is showing signs of depression. Which other outcome may Katya’s mother expect from this school transition?

A. increased social competence

B. atypical brain connectivity

C. a decline in grades

D. declines in moral reasoning

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Application

Answer Location: Shifting Contexts

Difficulty Level: Hard

22. Which concept refers to the match between the developmental needs of students and the school environment?

A. cooperative learning

B. achievement motivation

C. tracking

D. stage-environment fit

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Knowledge

Answer Location: Stage-Environment Fit

Difficulty Level: Easy

23. Katrina has just begun middle school. She has always been a happy and engaged student in school. Her teachers in elementary school were very supportive and helped her whenever she needed it. Now that she is in middle school, she is more withdrawn. She doesn’t feel that she can ask her teachers for help and that they really do not care whether she is engaged or not in the school. Her school is very large which contributes to her feelings of disconnection almost to feeling completely lost among the other students. In this school transition, Katrina is experiencing ______.

A. poor stage-environment fit

B. intellectual disability

C. developmental dyscalculia

D. decreased cooperative learning

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Application

Answer Location: Stage-Environment Fit

Difficulty Level: Hard

24. Mr. Mohebbian is a teacher in a very large high school. Every year, his freshman seem to have a difficult time adjusting which is reflected in their lower grades. His teaching style is mainly lectures that require note taking from his students. Mr. Mohebbian does not feel that there is adequate time for hands on projects with the number of students and the testing schedule that he has to maintain. All of this creates a disconnect that he does not feel he can change or feel responsible for his students’ problems. This scenario demonstrates ______.

A. increased perspective taking

B. poor stage-environment fit

C. high self-esteem

D. identity development

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Application

Answer Location: Stage-Environment Fit

Difficulty Level: Hard

25. Jackson, an African American male, has just changed schools due to his parents’ relocation for his father’s job. This new school is relatively large with many programs like his last school. The biggest difference for Jackson is that there are few African American students in the demographics of the school. It is made up of mostly White, Asian, and Latinx students. Due to this lack of diversity, Jackson may experience a(n) ______.

A. intellectual disability

B. increase in self-esteem

C. disconnect from school

D. higher level of abstract reasoning

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Application

Answer Location: Stage-Environment Fit

Difficulty Level: Hard

26. ______ is associated with positive school engagement, conduct, and psychological well-being in students.

A. Authoritarian parenting

B. Tracking

C. Learned helplessness orientation

D. School belonging

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Knowledge

Answer Location: Promoting Stage-Environment Fit

Difficulty Level: Easy

27. Which scenario demonstrates how teachers can promote a stage-environment fit?

A. Mrs. Johnson is close to her students providing them with autonomy and support.

B. Mrs. Johnson has large numbers of students in her classroom.

C. Mrs. Johnson uses tracking in her classroom.

D. Mrs. Johnson focuses on increasing external attributions with her students.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Promoting Stage-Environment Fit

Difficulty Level: Medium

28. Mr. Hernandez teaches nineth and tenth grade math. He is in a pretty large high school with large class sizes due to budgetary reasons. In spite of this, he manages to create a classroom where he can have positive close relationships with his students. He has been able to maintain a high self-efficacy with regard to his teaching skills. He also does his best to emotionally support all of his students as they transition to high school. Because of this, Mr. Hernandez’ students show ______.

A. more decline in academic achievement

B. less decline in academic achievement

C. more intellectual disability

D. less intellectual disability

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Application

Answer Location: Promoting Stage-Environment Fit

Difficulty Level: Hard

29. Academic achievement in U.S. students is associated with which style of parenting?

A. authoritarian

B. permissive

C. authoritative

D. uninvolved

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Knowledge

Answer Location: Parents

Difficulty Level: Easy

30. What impact does parenting style have on academic achievement?

A. Permissive parenting is associated with academic achievement.

B. Authoritarian parenting is associated with academic achievement.

C. Uninvolved parenting is associated with academic achievement.

D. Authoritative parenting is associated with academic achievement.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Medium

31. Dylan’s parents do their best to support him both academically and emotionally. They try not to create expectations that are beyond his reach but instead help him increase his abilities step-by-step with their involvement. They make sure to attend all the parent–teacher nights at school as well as keep communication open between themselves, Dylan, and his teachers. Due to this, Dylan’s grades stay at a pretty high level. Dylan’s parents are most likely ______.

A. authoritative

B. permissive

C. uninvolved

D. authoritarian

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Application

Answer Location: Parents

Difficulty Level: Hard

32. Adolescent friendships are bidirectional in influencing academic achievement becoming more similar through ______.

A. diversity

B. socialization

C. mutations

D. familism

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Knowledge

Answer Location: Peers

Difficulty Level: Easy

33. Which scenario is an example of tracking in schools?

A. Gabe opts out of math because he does not like it.

B. Gabe is placed in honors math because his parents requested this.

C. Gabe is placed in regular math classes after taking a placement test.

D. Gabe loves math so much he places himself in two math classes.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Schools

Difficulty Level: Medium

34. What impact does extracurricular school activities have on academic achievement of students?

A. School-sponsored extracurricular activities put adolescents at risk for peer rejection affecting academic achievement.

B. School-sponsored extracurricular activities take time away from academic participation decreasing achievement.

C. Student participation in school-sponsored extracurricular activities is associated with academic decline.

D. Student participation in school-sponsored extracurricular activities is associated with academic success.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Analysis

Answer Location: Schools

Difficulty Level: Medium

35. What impact does community socioeconomic disadvantage have on standardized test scores for adolescents?

A. Community socioeconomic disadvantage is associated with lower standardized test scores.

B. Community socioeconomic disadvantage is associated with more programs to raise standardized test scores.

C. Community socioeconomic disadvantage is associated with growth mind-set raising standardized test scores.

D. Community socioeconomic disadvantage has no bearing on standardized test scores of adolescents in the community.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Analysis

Answer Location: Neighborhood/Community

Difficulty Level: Medium

36. Which concept is defined as the inability to modify one’s behavior in situations as it demands?

A. intellectual disability

B. difficulty in adaptation

C. developmental dyslexia

D. autism spectrum disorder

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Intellectual Disability

Difficulty Level: Easy

37. What impact does friendship have on an adolescent with an intellectual disability?

A. Friendships for adolescents with intellectual disabilities increase the risk of bullying and peer victimization.

B. Friendships are important as they increase the theory of mind and neural connectivity in adolescents with intellectual disabilities.

C. Friendships are an important source of support increasing quality of life for adolescents with intellectual disabilities.

D. Friendships for adolescents with intellectual disabilities increase a learned helplessness orientation in adolescents with intellectual disabilities.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Analysis

Answer Location: Intellectual Disability

Difficulty Level: Medium

38. Which disorder is a family of neurodevelopmental disorders that range in severity and present with deficits in social communication and the tendency to engage in repetitious behaviors?

A. developmental dysgraphia

B. developmental dyscalculia

C. attention-deficit/hyperactivity disorder

D. autism spectrum disorder

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Autism Spectrum Disorders

Difficulty Level: Easy

39. Which individual is demonstrating a common characteristic of autism spectrum disorders?

A. Jimmy blurts out the answer without raising his hand.

B. Miguel mixes up his numbers on the math exam.

C. Jamal flaps his hands regularly during the day.

D. Ahamed has really bad handwriting.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Autism Spectrum Disorders

Difficulty Level: Medium

40. How are brain connectivity and inhibitory control related to autism spectrum disorder?

A. The areas of the brain responsible for inhibitory control show less connectivity in individuals with autism spectrum disorder.

B. The areas of the brain responsible for inhibitory control show more connectivity in individuals with autism spectrum disorder.

C. Brain connectivity is heightened creating more inhibitory control in those with autism spectrum disorder.

D. Brain connectivity is related to repetitive behaviors associated with greater inhibitory control in individuals with autism spectrum disorder.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Analysis

Answer Location: Autism Spectrum Disorders

Difficulty Level: Medium

41. Charlie is very sensitive to sound. Whenever things get loud, Charlie becomes distressed and begins to rock back and forth repetitively. Many times during the day, Charlie will repeat sounds softly to himself. Even though Charlie makes these repetitive sounds often, he struggles to communicate with language. This scenario demonstrates which developmental disability?

A. attention-deficit/hyperactivity disorder

B. autism spectrum disorder

C. developmental dyslexia

D. developmental dysgraphia

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Application

Answer Location: Autism Spectrum Disorders

Difficulty Level: Hard

42. Which developmental disorder is characterized by persistent difficulties with attention, hyperactivity, and/or impulsivity that interferes with normal daily life?

A. developmental dyslexia

B. autism spectrum disorder

C. developmental dyscalculia

D. attention-deficit/hyperactivity disorder

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Attention-Deficit/Hyperactivity Disorder

Difficulty Level: Easy

43. Which individual demonstrates one aspect of attention-deficit/hyperactivity disorder?

A. Hannah has been experiencing sleep disturbances.

B. Aaliyah has extreme handwriting problems.

C. Kayla has trouble following through on instructions.

D. Maria is very sensitive to loud noises.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Attention-Deficit/Hyperactivity Disorder

Difficulty Level: Medium

44. Eli is constantly interrupting class by blurting out questions and answers. He can usually be found to be talking even when it is not appropriate to do so. He frequently makes careless mistakes and rarely follows through on the instructions he is given. He squirms and fidgets so much in his seat that he gets up and walks around inappropriately. Eli’s teacher believes that he should be evaluated for ______.

A. attention-deficit/hyperactivity disorder

B. developmental dysgraphia

C. autism spectrum disorder

D. developmental dyslexia

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Application

Answer Location: Attention-Deficit/Hyperactivity Disorder

Difficulty Level: Hard

45. Which is the most commonly diagnosed specific learning disorder that influences reading achievement?

A. developmental dysgraphia

B. developmental dyslexia

C. autism spectrum disorder

D. attention-deficit/hyperactivity disorder

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Specific Learning Disorder

Difficulty Level: Easy

46. Which individual shows signs of developmental dysgraphia?

A. Tucker shows very few signs of verbal communication.

B. John gets out of his seat and runs around the room inappropriately.

C. Hannah has difficulty writing her paper due to her inability to sort out her thoughts on paper.

D. Keisha has trouble reading at grade level.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Specific Learning Disorder

Difficulty Level: Medium

47. Zoe has always had trouble in school with math. Even in elementary school she struggled to count without using her fingers. Addition and subtraction were challenging, not to mention multiplication and division. Now that she is in middle school and needs to put all of those together, she is finding it nearly impossible. Zoe’s teacher wants to have her evaluated for ______.

A. autism spectrum disorder

B. developmental dysgraphia

C. attention-deficit/hyperactivity disorder

D. developmental dyscalculia

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Application

Answer Location: Specific Learning Disorder

Difficulty Level: Hard

48. Carter has always been a very bright individual. He has no problem in math class but falls far below average in reading levels. His school psychologist has even given him an IQ test for aptitude and found that he is indeed above average. The school psychologist’s recommendation to Carter’s parents is that they test him for ______.

A. developmental dyslexia

B. autism spectrum disorder

C. attention-deficit/hyperactivity disorder

D. developmental dysgraphia

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Application

Answer Location: Specific Learning Disorder

Difficulty Level: Hard

49. Hannah really likes school. She has a lot of friends and is well liked by her teachers. Her English teacher has noticed that Hannah’s handwriting is barely legible and her spelling is really bad unless she uses a computer. When doing an in-class essay, her teacher watches Hannah struggle to put any thought down before the bell rings. Hannah’s teacher recommends that she be evaluated for ______.

A. developmental dyslexia

B. developmental dysgraphia

C. attention-deficit/hyperactivity disorder

D. developmental dyscalculia

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Application

Answer Location: Specific Learning Disorder

Difficulty Level: Hard

50. Which concept is referred to as individually planned, specialized, goal-directed curriculum that is guided by student performance?

A. postformal reasoning

B. cooperative learning

C. special education

D. perspective taking

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Accommodating the Educational Needs of Adolescents With Developmental Disabilities

Difficulty Level: Easy

51. Which concept integrates students with developmental disabilities into classrooms with nondisabled students?

A. mastery orientation

B. pathways to prosperity

C. internal attributions

D. inclusion

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Accommodating the Educational Needs of Adolescents With Developmental Disabilities

Difficulty Level:

52. What impact do cooperative learning assignments have on students with developmental disabilities?

A. Cooperative learning assignments with nondisabled peers allows students with developmental disabilities to learn social skills and form friendships.

B. Cooperative learning assignments allow students with disabilities to work together to increase adaptation to their characteristics.

C. Cooperative learning assignments provide abstract reasoning skills for students with developmental disabilities.

D. Cooperative learning assignments allow students with disabilities to be self-directed and learn visuospatial skills for memory retainment.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Analysis

Answer Location: Accommodating the Educational Needs of Adolescents With Developmental Disabilities

Difficulty Level: Medium

53. Myra has been diagnosed with developmental dyslexia. For part of her school day, she goes to another room and meets with a reading specialist to help her increase her reading level. She is given strategies and help so that she can read not only her English homework but her other textbooks as well. Then she goes back to her regular classroom for most of her other subjects with her peers. This demonstrates ______.

A. tracking

B. inclusion

C. intrinsic motivation

D. theory of mind

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Application

Answer Location: Accommodating the Educational Needs of Adolescents With Developmental Disabilities

Difficulty Level: Hard

54. Adolescents who work a part-time job spending their earnings on personal expenses such as clothing and outings with friends may experience ______.

A. familism

B. a pathway to prosperity

C. trauma

D. premature affluence

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Knowledge

Answer Location: Adolescent Employment

Difficulty Level: Easy

55. Which individual demonstrates the type of spending middle-SES adolescents with jobs do?

A. John buys school supplies for himself and his brother.

B. Tucker gives his mother his paycheck to pay for food.

C. Elizabeth buys new clothes with her paycheck.

D. Kayla uses her paycheck to pay the electric bill.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Comprehension

Answer Location: Adolescent Employment

Difficulty Level: Medium

56. What is the impact of long working hours for adolescents?

A. Adolescents who work long hours experience negative effects, especially for White and middle-class adolescents.

B. Adolescents who work long hours experience negative effects, especially for low-socioeconomic adolescents.

C. Adolescents who work long hours experience positive effects due to the amount of responsibility given, especially for middle-class adolescents.

D. Adolescents who work long hours experience positive effects, especially for White and high-socioeconomic status adolescents.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Analysis

Answer Location: Adolescent Employment

Difficulty Level: Medium

57. Zoe had a part-time job during high school. She used her money to go to the movies with her friends and out to eat. When she wanted new clothes, she just went to the store and bought them since she always had spending money. Now that she is in college and has more financial responsibilities, she finds herself unhappy with her financial situation. Zoe has experienced ______.

A. fixed mindset

B. premature affluence

C. internal attributions

D. abstract reasoning

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Application

Answer Location: Adolescent Employment

Difficulty Level: Hard

58. What impact does the type of work adolescents perform have on the benefits of work?

A. When adolescents participate in work that emphasizes vocational skills there is less benefit.

B. When adolescents participate in work that has no opportunity for self-direction there is greater benefit.

C. When adolescents participate in work that emphasizes vocational skills there is a greater benefit.

D. When adolescents participate in work that includes educational training there is less benefit.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Analysis

Answer Location: Adolescent Employment

Difficulty Level: Medium

59. Which students are most at risk for school dropout?

A. middle-socioeconomic students

B. students with authoritative parents

C. students with substance use problems

D. high-socioeconomic students

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Knowledge

Answer Location: School Dropout

Difficulty Level: Easy

60. Which individual is most at risk for school dropout?

A. Emma has authoritative parents.

B. Kumar comes from a middle-income home.

C. Elijah feels connected to his small school.

D. Rosa attends a large school and has been bullied.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Comprehension

Answer Location: School Dropout

Difficulty Level: Medium

61. Tanner is a high school junior. He has been getting into a lot of trouble at school this year. Tanner either gets to school late or doesn’t go altogether. He and his friends have been drinking alcohol and using drugs more often as well. Compared to his peers, Tanner is more at risk for ______.

A. school dropout

B. special education

C. vocational training

D. cooperative learning

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Application

Answer Location: School Dropout

Difficulty Level: Hard

62. Beyond academics, college provides adolescents opportunities for socialization, new ideas, and ______.

A. external attribution

B. autonomy

C. tracking

D. fixed mind-set

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Knowledge

Answer Location: Developmental Impact of Attending College

Difficulty Level: Easy

63. Carolyn is in her freshman year in college. She has discovered that she really likes philosophy which she had never been exposed to before. Along with new interests in academics, she has found that she is growing in her reasoning skills. She is figuring out what career she wants to have and what she really enjoys doing. She has become very involved in different student organizations and grown in many of her new friendships. Along with this identity development, Carolyn is also developing ______.

A. a learned helplessness orientation

B. familism

C. socially

D. dysgraphia

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Application

Answer Location: Developmental Impact of Attending College

Difficulty Level: Hard

64. What impact does exposure to diversity in college have on adolescents?

A. Decreased exposure to diversity in college expands stage-environment fit.

B. Decreased exposure to diversity in college expands adolescents’ worldview.

C. Increased exposure to diversity in college expands stage-environment fit.

D. Increased exposure to diversity in college expands adolescents’ worldview.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Analysis

Answer Location: Developmental Impact of Attending College

Difficulty Level: Medium

65. Which demand, beyond academics, affects adolescents as they transition to college?

A. self-management

B. learned helplessness orientation

C. neural connectivity

D. tracking

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Knowledge

Answer Location: Transition to College

Difficulty Level: Easy

66. Jamal is going to attend college next year. His parents are trying to prepare him for this transition. They have explained that the academic demands will be very different from what he is used to so that he needs to get whatever help he needs. They stress that he will have to seek it out rather than rely on professors or advisors to reach out to him. They are also preparing him to live in the dorm, make new friends, and join groups. Besides his academic demands, Jamal’s parents are trying to prepare him for new ______.

A. impulsivity demands

B. social demands

C. abstract reasoning demands

D. working memory demands

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Application

Answer Location: Transition to College

Difficulty Level: Hard

67. Which individual is an example of a first-generation college student?

A. Both of Jimmy’s parents have college degrees.

B. Only Jimmy’s father has a college degree.

C. Neither of Jimmy’s parents have a bachelor’s degree.

D. Neither of Jenny’s parents have a master’s degree.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Comprehension

Answer Location: First-Generation College Students

Difficulty Level: Medium

68. Aaliyah will be attending her local university next year. She is very excited and also frightened by this new time in her life. She has made sure to work with her high school guidance counselor and schedule a meeting with her freshman advisor so that she stays on the right track. She makes sure to talk to her mother about her plans, but Aaliyah’s mother does not have much advice as she received vocational training for her position at work. In college, Aaliyah will be considered ______.

A. to have atypical brain connectivity

B. to have a learned helplessness orientation

C. internally attributed

D. a first-generation college student

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Application

Answer Location: First-Generation College Students

Difficulty Level: Hard

69. Which one refers to on-the-job training combined with theoretical and practical classroom instruction?

A. apprenticeship

B. stage-environment fit

C. tracking

D. inclusion

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Knowledge

Answer Location: Noncollege-Bound Youth

Difficulty Level: Easy

70. John does not have any real interest in academics even though he did very well in high school. He is just not sure what he wants to do. He wants to get a job while he figures it out, but most jobs for individuals without a college degree are just like the job he had while in high school. He wants something that provides him more opportunities. He has found a program that will allow him on-the-job training with some classroom instruction. John has most likely found a(n) ______.

A. internal attribution

B. apprenticeship

C. stage-environment fit

D. cooperative learning program

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Application

Answer Location: Noncollege-Bound Youth

Difficulty Level: Hard

True/False

1. Authoritative parents encourage characteristics that foster a mastery orientation.

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Comprehension

Answer Location: Parents

Difficulty Level: Medium

2. Unsupportive teachers foster an internal attribution for performance.

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Comprehension

Answer Location: Teachers

Difficulty Level: Medium

3. Peers that value a growth mind-set in themselves support a growth mind-set in one another.

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Comprehension

Answer Location: Peers

Difficulty Level: Medium

4. Praise is seen in some cultures as singling out from the group elevating individuals above their peers.

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Comprehension

Answer Location: Cultural Influences

Difficulty Level: Medium

5. High school teachers feel more responsibility for their students as adolescents need more assistance with academics, social, and mental health issues.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Stage-Environment Fit

Difficulty Level: Medium

6. Adolescents who lack social and emotional resources are more vulnerable to the negative effects of school transitions.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Promoting Stage-Environment Fit

Difficulty Level: Medium

7. Authoritarian parenting style is associated with high academic achievement and emotional regulation in adolescents.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Parents

Difficulty Level: Medium

8. Effective schools foster personalized learning connections as well as positive connections between teachers and students.

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Schools

Difficulty Level: Medium

9. Intellectual disability is defined as a neurodevelopmental disorder with minor cognitive deficits reflecting an IQ between 75 and 90.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Intellectual Disability

Difficulty Level: Easy

10. Autism spectrum disorders may be accompanied by sensory difficulties.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Autism Spectrum Disorders

Difficulty Level: Medium

11. Attention-deficit/hyperactivity disorder may be diagnosed after the initial presentation of symptoms characterizing the disorder.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Attention-Deficit/Hyperactivity Disorder

Difficulty Level: Easy

12. Measurable differences between aptitude and achievement in adolescents given their age, intelligence, and amount of schooling can be indicative of a specific learning disorder.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Knowledge

Answer Location: Specific Learning Disorder

Difficulty Level: Easy

13. Developmental disabilities will disappear with learning strategies to succeed and gain competence.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Accommodating the Educational Needs of Adolescents With Developmental Disabilities

Difficulty Level: Medium

14. High school dropouts experience higher rates of unemployment than their peers who graduate from high school.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Comprehension

Answer Location: School Dropout

Difficulty Level: Medium

15. Apprenticeships can only be obtained through a college education.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Comprehension

Answer Location: Noncollege-Bound Youth

Difficulty Level: Medium

Short Answer

1. How are students with a mastery orientation bidirectionally influenced in school?

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Analysis

Answer Location: Achievement Attributions

Difficulty Level: Medium

2. What is the impact of an authoritative parenting style on adolescent motivation?

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Medium

3. What impact do school transitions from elementary to middle school have on academic achievement? Why?

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Analysis

Answer Location: Shifting Contexts

Difficulty Level: Medium

4. What impact does stage-environment fit have on the transition from middle school to high school?

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Analysis

Answer Location: Stage-Environment Fit

Difficulty Level: Medium

5. What impact may small middle schools have on students and academic achievement?

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Analysis

Answer Location: Promoting Stage-Environment Fit

Difficulty Level: Medium

6. How is brain connectivity related to autism spectrum disorders?

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Analysis

Answer Location: Autism Spectrum Disorders

Difficulty Level: Medium

7. What impact do environmental factors have on the development of ADHD?

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Analysis

Answer Location: Attention-Deficit/Hyperactivity Disorder

Difficulty Level: Medium

8. According to the experts, how does inclusion work best for students with intellectual disabilities?

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Accommodating the Educational Needs of Adolescents With Developmental Disabilities

Difficulty Level: Medium

9. What impact do school-related activities have on high school drop out?

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Analysis

Answer Location: School Dropout

Difficulty Level: Medium

10. What impact do colleges have on the transition from high school to college to mitigate college drop out?

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Analysis

Answer Location: Transition to College

Difficulty Level: Medium

Essay

1. Olivia is having trouble in her math class. What can her teacher do from a growth mindset approach to create a mastery orientation?

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Application

Answer Location: Achievement Attributions

Difficulty Level: Hard

2. What impact does familism have on achievement attributions and motivation in Latinx adolescents?

Learning Objective: 10.1: Discuss achievement attributions and motivation, including their influences.

Cognitive Domain: Analysis

Answer Location: Cultural Influences

Difficulty Level: Medium

3. How do effective schools increase academic achievement?

Learning Objective: 10.2: Examine correlates of school transitions and contextual influences on academic achievement in adolescence.

Cognitive Domain: Comprehension

Answer Location: Schools

Difficulty Level: Medium

4. Explain and describe the three most common specific learning disorders.

Learning Objective: 10.3: Identify common developmental disabilities and specific learning disorders experienced by adolescents and ways of addressing their educational needs.

Cognitive Domain: Comprehension

Answer Location: Specific Learning Disorder

Difficulty Level: Medium

5. State and explain the barriers that first-generation college students face.

Learning Objective: 10.4: Contrast the experience of college-bound and noncollege-bound youth.

Cognitive Domain: Comprehension

Answer Location: First-Generation College Students

Difficulty Level: Medium