Chapter 10: Socioemotional Development in Middle Childhood

Test Bank

Multiple Choice

1. According to Erik Erikson, school-age children face the task of developing a sense of ______.

a. generativity over stagnation

b. industry over inferiority

c. initiative over guilt

d. autonomy over shame

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Psychosocial Development in Middle Childhood

Difficulty Level: Easy

2. Success at which type of skills influences a child’s feeling of competence?

a. culturally valued tasks

b. personally fearful tasks

c. emotional responses

d. bonding abilities

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Psychosocial Development in Middle Childhood

Difficulty Level: Easy

3. Which example demonstrates self-concept in middle childhood?

a. Maya, who is proud that she can walk the dog by herself

b. Jordan, who tells everyone about the big tower he built

c. Kaylie, who says that she is a kind person

d. LaShawn, who can describe the route he takes to school every day

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Application

Answer Location: Self-Concept

Difficulty Level: Hard

4. Which aspect of self-concept is Anna-Maria demonstrating when she talks about how many friends she has?

a. physical

b. social

c. behavioral

d. emotional

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Self-Concept

Difficulty Level: Hard

5. Which aspect of self-concept is Kaz demonstrating when he talks about winning the fencing championship over his friends?

a. physical

b. social

c. cognitive

d. athletic

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Self-Concept

Difficulty Level: Hard

6. Which aspect of self-concept is Harper demonstrating when she wishes she has curly hair like her friend, Emma?

a. physical

b. social

c. behavioral

d. emotional

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Self-Concept

Difficulty Level: Hard

7. Jeannie thinks that she is a good friend. She explains that she is popular because she helps other people and smiles at people. She understands that when she is in a bad mood she is more likely to be rude, but she apologizes afterward. Jeannie’s description is describing ______.

a. social comparison

b. social status

c. self-esteem

d. self-concept

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Application

Answer Location: Self-Concept

Difficulty Level: Hard

8. Which advances in cognitive development lead children to make more complex descriptions and evaluations of themselves?

a. perspective taking and social comparison

b. social referencing and habituation

c. selective attention and greater working memory

d. divided attention and a reduction in impulsivity

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Brain and Biological Influences on Development: Self-Concept and the Brain

Difficulty Level: Medium

9. Which area of the brain is especially active during self-reflection tasks?

a. cerebellum

b. amygdala

c. medial prefrontal cortex

d. ventromedial prefrontal cortex

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Brain and Biological Influences on Development: Self-Concept and the Brain

Difficulty Level: Easy

10. Because children are actively constructing their self-descriptive attributes, their brains show ______.

a. greater involvement of the medial prefrontal cortex

b. more activity in the lateral temporal cortex

c. less activation of semantic knowledge stores

d. less distribution of semantic knowledge stores

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Brain and Biological Influences on Development: Self-Concept and the Brain

Difficulty Level: Hard

11. Children evaluate their characteristics, abilities, and performance in comparison with their ______.

a. parents

b. peers

c. teachers

d. idols

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Self-Esteem

Difficulty Level: Easy

12. Children with low self-esteem tend to emphasize their weaknesses and downplay their ______.

a. parents

b. peers

c. emotions

d. strengths

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Esteem

Difficulty Level: Medium

13. Self-esteem is influenced by children’s self-conceptions as well as the ______.

a. number of things they are good at

b. importance they assign to the particular ability

c. information they read in books

d. age that they are

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Esteem

Difficulty Level: Medium

14. Owen describes himself as someone who is a really good athlete but NOT so good at academics. He says he is happy with who he is and isn’t worried about his lower grades in school. Owen is describing ______.

a. self-concept

b. social comparison

c. self-esteem

d. social status

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Application

Answer Location: Self-Esteem

Difficulty Level: Hard

15. Viewing skills and characteristics as malleable or changeable describes ______.

a. growth mindset

b. attributes

c. mastery orientation

d. learned helplessness orientation

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Achievement Motivation

Difficulty Level: Easy

16. A fixed mindset is a characteristic of a ______.

a. willingness to learn new strategies

b. behavior that is adaptive

c. mastery orientation

d. learned helplessness orientation

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Achievement Motivation

Difficulty Level: Medium

17. Children who adopt internal explanations and a growth mindset tend to have a strong ______.

a. belief in luck

b. behavior that is maladaptive

c. mastery orientation

d. learned helplessness orientation

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Achievement Motivation

Difficulty Level: Medium

18. Curtis has a mastery oriented focus. This means that when he is faced with failure he will ______.

a. determine new strategies for success

b. blame someone else

c. be incapable of changing his focus

d. hope his luck changes for the better

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Application

Answer Location: Achievement Motivation

Difficulty Level: Hard

19. Which type of parent does the most to help children appreciate their own competence?

a. punishment and reward

b. authoritative

c. controlling

d. fixed mindset

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Hard

20. Which type of parenting will most likely result in a child with a learned helplessness orientation?

a. growth mindset

b. authoritative

c. supportive

d. fixed mindset

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Hard

21. Children who grow up in high-SES families have more opportunities which means they tend to have ______.

a. lower mastery orientation

b. higher levels of achievement

c. fixed mindsets

d. learned helplessness orientations

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Parents

Difficulty Level: Medium

22. Eliana is the child of a single mother who works two jobs to make ends meet. Often, Eliana is left to babysit her two younger brothers, even when her mother is home because her mother is exhausted. Eliana has difficulty in school, and tends to give up easily when she fails to understand a topic. Which reason could be why Eliana has low level of achievement motivation?

a. She fails to take learning opportunities her mother provides her.

b. She fails to tell her mother about the extra activities she is involved in.

c. Her mother lacks energy and time to devote to her.

d. Her mother places too much pressure on her for academic success.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Application

Answer Location: Parents

Difficulty Level: Hard

23. A teacher is more likely to have mastery-oriented students if they ______.

a. say that getting ahead in the world is usually due to luck

b. stress performance goals over learning goals

c. have a system of rewards and punishments

d. relate failures back to efforts

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Teachers

Difficulty Level: Medium

24. Parents in many Asian countries tend to hold a growth mindset and to view the application of effort as ______.

a. a moral responsibility

b. setting unrealistic standards

c. a reward for individuality

d. relevant to self-esteem

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Cultural Influences

Difficulty Level: Medium

25. North American parents tend to pay attention to children’s success and its relevance for ______.

a. moral responsibility

b. social bonding

c. self-reflection

d. self-esteem

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Cultural Influences

Difficulty Level: Medium

26. Which factor is necessary for children in middle childhood to develop more complex peer relationships?

a. the capability of having more than one close friend

b. an ability to understand others’ perspectives

c. independence and autonomy to spend time with friends

d. parental models of positive friendships

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Peer Relationships in Middle Childhood

Difficulty Level: Medium

27. Who will tend to spend the most time with friends?

a. Asha, who is 5

b. Tarique, who is 6

c. Rory, who is 7

d. Meghan, who is 9

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Peer Relationships in Middle Childhood

Difficulty Level: Hard

28. Who is likely to keep more of their friendships across the school year?

a. first graders

b. second graders

c. third graders

d. fourth graders

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Friendship

Difficulty Level: Hard

29. Older children tend to choose friends who have similarity in ______.

a. world views

b. sibling structure

c. play preferences

d. parental structure

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

30. A characteristic of children in cross-race friendships is that they ______.

a. are less prone to peer victimization

b. show a higher tolerance for excluding others

c. are more likely to feel less socially safe

d. tend to feel more vulnerable at school

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

31. Ramona is White and Arianna is Hispanic, and they are best friends. They met when Ramona moved to the same neighborhood in third grade. What can be concluded about Ramona’s and Juanita’s social development is that they may most likely ______.

a. become victims of bullies in the school

b. let anyone who wants to be friends with them to join them

c. feel emotionally unsafe at school and will always be on guard

d. hide their friendship in order to feel less vulnerable at school

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Friendship

Difficulty Level: Hard

32. Which girl is most likely a friend to Teresa, a White school-age girl from the suburbs whose parents are considered to be upper middle class?

a. Julio, a school-age boy from the inner city who moved to the United States from Mexico 3 years ago

b. Jeffrey, a school-age white boy who lives down the street from Teresa and is friends with Julio

c. Shanna, a school-age white girl who sits next to Teresa in homeroom, goes to the same church, and lives next door

d. Monica, an African American girl who is 1 year younger than Teresa and lives next door to Teresa

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Friendship

Difficulty Level: Hard

33. Which person would Alexa, an African American 9-year-old girl from urban Chicago who loves to play basketball, choose as a friend?

a. Jessica, an African American 9-year-old girl that lives in an apartment two floors above Alexa that is on the same basketball team

b. Jerry, an African American 10-year-old boy that lives next door to Alexa and plays basketball at the same park as she does

c. Olivia, a Caucasian 9-year-old girl that lives in a suburb outside of Chicago who sits next to Alexa in school and is on the same basketball team

d. Ariel, a seven-year-old girl that is Hispanic, lives down the street from Alexa, and likes to play video games

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Friendship

Difficulty Level: Hard

34. A child of which age would be the most upset at losing a friend and find making friends more challenging?

a. 4

b. 6

c. 8

d. 10

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

35. If a friendship is lost and fails to be replaced, children are more likely to experience ______.

a. emotional balance

b. adjustment difficulties

c. stronger bonds with parents

d. increased academic achievement

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

36. A statement that describes children without friends is that they ______.

a. tend to report less loneliness than others do

b. are cognitively prepared for interaction

c. may just prefer to be alone

d. are severely maladjusted

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

37. Which age period is peer acceptance most important?

a. toddler years

b. preschool

c. early childhood

d. middle childhood

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Peer Acceptance, Popularity, and Rejection

Difficulty Level: Easy

38. Cognitively, peer evaluations are important sources of ______.

a. self-control

b. self-esteem

c. achievement

d. empathy

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Peer Acceptance, Popularity, and Rejection

Difficulty Level: Medium

39. Peer evaluations are important sources of ______.

a. self-validation

b. academic success

c. empathy

d. sympathy

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Peer Acceptance, Popularity, and Rejection

Difficulty Level: Medium

40. The degree to which a child is viewed by fellow children as worthy for socializing with is called ______.

a. prosocial behavior

b. prosocial cognition

c. peer acceptance

d. peer support

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Peer Acceptance, Popularity, and Rejection

Difficulty Level: Easy

41. Which characteristic does a popular child have?

a. carelessness about social situations

b. average problem solving skills

c. advanced emotional regulation skills

d. engenders conflicts for sense of power

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Popularity

Difficulty Level: Medium

42. Which characteristic would an unpopular child have?

a. helpfulness

b. cliquish exclusion

c. assertiveness

d. emotional regulation

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Popularity

Difficulty Level: Medium

43. Being disliked and shunned by fellow children is called ______.

a. peer rejection

b. unpopularity

c. maladaptation

d. peer socialization

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Peer Rejection

Difficulty Level: Easy

44. Children who are confrontational, hostile toward other children, impulsive, and hyperactive are considered ______.

a. aggressive-rejected

b. withdrawn-rejected

c. unpopular

d. prosocial

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Peer Rejection

Difficulty Level: Easy

45. Children who isolate themselves from peers, rarely initiate contact with peers, and speak less frequently than their peers are considered ______.

a. aggressive-rejected

b. withdrawn-rejected

c. unpopular

d. prosocial

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Peer Rejection

Difficulty Level: Easy

46. Aggressive-rejected and withdrawn-rejected children are similar in that they both ______.

a. misinterpret other children’s behaviors and motives

b. engage in relational forcefulness

c. engage in overt forcefulness

d. have at least one friend they can count on

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Peer Rejection

Difficulty Level: Medium

47. Abby is a 9-year-old girl who is described by her teachers as confrontational, impulsive, and has a difficult time taking the perspective of others. She very often takes the ball away from children who are playing kickball and runs around the playground with it playing “keep away.” At school conferences, the teacher has documented that her parents show her little affection and are suspected of using harsh discipline. What type of child is Abby considered?

a. aggressive-rejected

b. withdrawn-rejected

c. indifferent

d. hostile

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Peer Rejection

Difficulty Level: Hard

48. John is a boy who is always acting out in class. One day on the playground, someone accidentally hit him with a ball. He walked up to the boy who threw the ball and yelled at him for hitting him deliberately. What type of child is John considered?

a. withdrawn-rejected

b. aggressive-rejected

c. neglected

d. unpopular

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Peer Rejection

Difficulty Level: Hard

49. Daniel has little understanding of how others feel. He assumes that everyone is trying to be mean to him, and reacts in anger toward his peers. He is described by his teachers as impulsive and hyperactive. What peer status does Daniel’s behavior describe?

a. withdrawn-rejected

b. neglected

c. indifferent

d. aggressive-rejected

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Peer Rejection

Difficulty Level: Hard

50. Isaac tends to sit by himself at lunch and plays alone on the playground. He is described as timid and anxious. He only talks to teachers at school and only if he is called on. He has never been invited to a birthday party or sleepover. What peer status does Isaac’s behavior describe?

a. withdrawn-rejected

b. indifferent

c. neglected

d. aggressive-rejected

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Peer Rejection

Difficulty Level: Hard

51. Ongoing interactions in which a child repeatedly attempts to inflict physical, verbal, or social harm on another child is called ______.

a. withdrawn-rejection

b. peer victimization

c. peer antisocialism

d. aggressive-rejection

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Bullying

Difficulty Level: Easy

52. A child who bullies tends to be motivated by ______.

a. showing insecurity

b. lack of popularity

c. maintaining prestige

d. relieving social anxiety

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Children Who Bully

Difficulty Level: Medium

53. Randy is the tallest boy in his class. He is very assertive and impulsive. He is confident when talking to other people, and tends to make friends easily. Randy tends to get angry very quickly when he perceives someone criticizing him. Randy is most likely a ______.

a. child of an overprotective parent

b. bystander in a classroom with bullies

c. bullying victim

d. bully

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Children Who Bully

Difficulty Level: Hard

54. Zoe and Adalyn are friends, and spend as much time together as possible. They have told each other secretes they have not told their other friends, and always sit together at the head of a table during lunch. One day, Zoe overhears Adalyn telling another friend that she can’t go to Zoe’s upcoming birthday party because relatives are coming into town, and she doesn’t know how to tell Zoe. Zoe responds by refusing to talk to Adalyn, making sure the table in the lunchroom is filled so there is nowhere for Adalyn to sit, and posting on Adalyn’s social media site that Adalyn failed a test she told everyone she had passed. What type of behavior is Zoe engaging in?

a. physical aggression

b. relational aggression

c. assertiveness

d. intrusion

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Children Who Bully

Difficulty Level: Hard

55. Bullies would tend to choose to victimize a child who is ______.

a. bigger than they are

b. less cautious than others

c. older than peers

d. quiet around them

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Victims of Bullying

Difficulty Level: Medium

56. Which characteristic is consistent with children who are bullied?

a. hyperactive behavior

b. poor school achievement

c. lower rates of depression

d. parents who are intrusive

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Victims of Bullying

Difficulty Level: Medium

57. Ryan’s parents are both very intrusive. They are so overprotective that they do not let him go outside alone, even though he is 9 years old. They are very critical of him and nag him daily about trivial things. Based on Ryan’s home environment, he is most likely going to ______.

a. be a bully

b. become aggressive against others

c. be a victim of a bully

d. get poor grades

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Victims of Bullying

Difficulty Level: Hard

58. An aggressive response that is preceded by an insult, confrontation, or frustration is called ______.

a. overt aggression

b. passive aggression

c. reactive aggression

d. relational aggression

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Victims of Bullying

Difficulty Level: Hard

59. Children who are victims of bullying tend to respond by ______.

a. having a good school attendance record

b. refusing to give in to demands

c. being more likely to show relational aggression

d. being more likely to show reactive aggression

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Victims of Bullying

Difficulty Level: Medium

60. Which action is the most effective for stopping bullying?

a. awareness and change within the school

b. bystanders to write down what they witness

c. parents to receive a report about what happened

d. victims to learn avoidance strategies

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Intervening in Bullying

Difficulty Level: Hard

61. When school-age children become more independent they ______.

a. have a friendlier relationship with their parents

b. spend less time with parents, but when they do, it is in task-oriented activities

c. spend more time with parents

d. have more respect for parental authority than they did when they were younger

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Parent-Child Relationships

Difficulty Level: Medium

62. Interactions with parents help children practice, rehearse, and refine skills that are important for ______.

a. peer relationships

b. interactions with teachers

c. employment opportunities

d. academic achievement

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Parent-Child Relationships

Difficulty Level: Medium

63. Parents of school-age children are more likely to use which style of parenting?

a. less direct management and more sharing of power with their children

b. more strictness and directness with their children as they tend to rebel

c. an authoritarian style of parenting to combat the disrespect shown to them from the children

d. conventional discipline to motivate the children to behave because of how the family is viewed

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Parent-Child Relationships

Difficulty Level: Hard

64. Pointing out consequences of a child’s behavior and appealing to the child’s self-esteem are part of which type of discipline?

a. passive

b. authoritarian

c. inductive

d. harsh

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Parent-Child Relationships

Difficulty Level: Easy

65. Diane is the mother of twin 8-year-olds. She has found that when she explains the consequences of their actions, such as telling them if they don’t wear their coats they will be cold, they are more likely to comply with her requests. What discipline technique does Diane use?

a. indirect

b. authoritarian

c. conventional

d. inductive

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Application

Answer Location: Parent-Child Relationships

Difficulty Level: Hard

66. Children who are securely attached to parents tend to develop ______.

a. positive emotional regulation

b. negative emotional regulation

c. learned helpless orientation

d. aggressive bullying behavior

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Parent-Child Relationships

Difficulty Level: Medium

67. Poor-quality parent-child relationships in middle childhood are often associated with ______.

a. learned helplessness

b. prosocial behavior

c. fear of authority

d. delinquency

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Parent-Child Relationships

Difficulty Level: Medium

68. When school-age children and their siblings reach middle childhood they tend to ______.

a. spend more time with each other than with their parents

b. spend less time with each other than with their parents

c. ignore each other the majority of the time

d. fight more and pay attention less

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Siblings

Difficulty Level: Medium

69. A benefit of having siblings is that children can learn ______.

a. they are alone when it comes to managing stress

b. relationships continue even through arguments and anger

c. that anxiety and depressive symptoms are normal

d. standing on their own two feet is the primary way to get through life

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Siblings

Difficulty Level: Medium

70. LGBT parents are more likely to raise children that ______.

a. come from foster situations

b. they have adopted

c. are their own biologically

d. come from relatives

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Same-Sex Parented Families

Difficulty Level: Easy

71. Obergefell v. Hodges is the landmark 2015 U.S. Supreme Court ruling that ______.

a. outlawed same-sex marriage nationwide

b. legalized same-sex marriage nationwide

c. said the same-sex marriage allowed adoption as determined by each state

d. said that same-sex marriage failed to qualify people to adopt

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Same-Sex Parented Families

Difficulty Level: Easy

72. What can happen because of Obergefell v. Hodges?

a. Every state permits joint adoption by married couples, regardless of sexual orientation.

b. Every state permits joint adoption by married couples, unless the couple is same-sex.

c. Only a few states allow joint adoption by married couples, regardless of sexual orientation.

d. None of the states allow joint adoption by married couples, unless the couple is same-sex.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Same-Sex Parented Families

Difficulty Level: Easy

73. Children raised by LGBT parents have been found to ______.

a. be more empathetic and better at emotional regulation

b. score higher in social and academic competence

c. have more flexible gender role development

d. display a gay orientation in adulthood

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Same-Sex Parented Families

Difficulty Level: Hard

74. Richard and Johan have been married for 4 years, and have just adopted 3-month-old Matilda, who joins her older sister, 2-year-old, Gracie. Richard and Johan can expect that, as they grow up, Matilda and Gracie are likely to ______.

a. score the same as other children on measures of emotional development

b. show higher social and behavioral problems than other children

c. have a higher probability than other children of becoming gay

d. score lower in social and academic competence than other children

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Same-Sex Parented Families

Difficulty Level: Hard

75. The least important variable in a child’s development and well-being is the ______.

a. strength of the relationships in the family

b. presence of stigma

c. sexual orientation of the parents

d. social and economic resources

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Same-Sex Parented Families

Difficulty Level: Hard

76. Children in which ethnic group are most likely to live in a single-parent home?

a. Asian American

b. Hispanic

c. non-Hispanic White

d. African American

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Single-Parent Families

Difficulty Level: Easy

77. Children in single-parent families tend to display ______.

a. greater academic achievement

b. physical problems

c. greater dependence on peers

d. fewer behavior problems

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Single-Parent Families

Difficulty Level: Medium

78. In terms of socioeconomic status, children who are more likely to live in poverty are those raised in ______.

a. single-mother homes

b. single-father homes

c. homes headed by a married couple

d. homes with two same-sex parents

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Single-Parent Families

Difficulty Level: Easy

79. Single mothers report more of which issue than married mothers?

a. psychological problems

b. job loss

c. rage episodes

d. social isolation

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Single-Parent Families

Difficulty Level: Easy

80. Approximately house many single parent households are headed by men?

a. one eighth

b. one fourth

c. one third

d. one half

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Single-Parent Families

Difficulty Level: Easy

81. A single mother’s greater ability to provide emotional support for her children is the ______.

a. level of social support she receives

b. respect the child provides her

c. education level she has

d. status her job gives her

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Single-Parent Families

Difficulty Level: Medium

82. Which child living in single-parent homes has the best chance of being well-adjusted?

a. Trina, who lives with her mother and her live-in boyfriend

b. Jessica, who lives with her older adult sister and her husband

c. Devin, who lives in a house with his mother and grandmother

d. Michael, who lives with just his mother

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Application

Answer Location: Single-Parent Families

Difficulty Level: Hard

83. Which factor most guides children and encourages them to succeed, regardless of family structure?

a. physical prowess

b. academic achievement

c. solitude

d. highly involved relatives

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Single-Parent Families

Difficulty Level: Medium

84. Which percentage of children spend some time in a cohabiting-parent family before reaching age 12?

a. 30%

b. 40%

c. 50%

d. 60%

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Cohabiting Families

Difficulty Level: Easy

85. The challenge to cohabitation is the relationships between unmarried cohabiting couples tend to be ______.

a. less emotional than those of married couples

b. more conflictual than those of single-parent households

c. more likely to at the poverty level than single-parent households

d. less stable than those of married couples

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Cohabiting Families

Difficulty Level: Medium

86. Children in cohabiting households are more likely to experience ______.

a. isolation from peers

b. their parents’ marrying

c. more conflict in the home

d. few transitions in family life

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Cohabiting Families

Difficulty Level: Medium

87. Which child is most likely to be living in poverty?

a. Kara, who lives with just her mother

b. Dodge, who lives with his father while his parents divorced

c. Miguel, who lives with his mother and grandmother

d. Lia, who lives with her parents who are married

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Application

Answer Location: Cohabiting Families

Difficulty Level: Hard

88. Consensual unions and childbearing within cohabiting unions are more common among which group?

a. White

b. African American

c. Asian

d. Eastern European

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Cohabiting Families

Difficulty Level: Medium

89. Currently, the divorce rates in the United States are ______.

a. increasing

b. decreasing

c. expected to level off in the next decade

d. expected to reach zero in the next decade

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Divorced and Divorcing Families

Difficulty Level: Easy

90. Which statement describe the outcomes children of divorce experience?

a. Divorce is detrimental to both boys and girls to such a degree that more children who graduate from high school are from intact families.

b. Boys and girls equally experience negative outcomes of divorce.

c. Divorce results in some internalizing and externalizing problems, but the effects are small.

d. Girls are more likely to engage in delinquent behavior following their parents’ divorce.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Divorced and Divorcing Families

Difficulty Level: Medium

91. Which child is more likely to show behavior problems following divorce?

a. Brian, a boy whose parents divorced during infancy

b. Andrew, a boy whose parents divorced during elementary school

c. Rachel, a girl whose parents divorced during high school

d. Olivia, a girl whose parents divorced during early childhood

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Application

Answer Location: Divorced and Divorcing Families

Difficulty Level: Hard

92. What is a more important factor to a child’s outcome of divorce than the divorce itself?

a. social support that is available

b. education level of the family

c. income level of the family

d. conflict between parents

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Divorced and Divorcing Families

Difficulty Level: Medium

93. Annabelle’s parents just got a divorce. Annabelle is an 9 , an only child, very involved in school, and spends a lot of time with the children in the neighborhood. How is Annabelle likely to respond to her parents’ divorce by ______.

a. acting out in school and showing disrespect to her teachers

b. developing depression and anxieties that are new

c. spending more time with her friends than before

d. having little negative reaction

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Application

Answer Location: Divorced and Divorcing Families

Difficulty Level: Hard

94. What is another term for blended families?

a. reconstituted families

b. extended families

c. prosocial families

d. multigenerational families

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Blended Families

Difficulty Level: Easy

95. Children who are in which age group tend to display more difficulties in adjusting to remarriage?

a. early school

b. adolescents

c. preschool

d. infants

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Blended Families

Difficulty Level: Medium

96. As children grow older, from late childhood to adolescence, the frequency and intensity of children’s fears ______.

a. increases

b. decreases

c. levels off

d. reaches zero

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Common Socioemotional and Development Problems in Middle Childhood

Difficulty Level: Easy

97. Children who express many worries and anxieties tend to have ______.

a. a lower sense of self-confidence and perceived control

b. fewer friends and more feelings of loneliness

c. difficulties with parents

d. problems respecting authority figures

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Common Socioemotional and Development Problems in Middle Childhood

Difficulty Level: Medium

98. School refusal is associated with ______.

a. living in a single-parent household with little support

b. fears centering around the learning environment

c. learning disabilities

d. social phobia

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: School Refusal

Difficulty Level: Easy

99. Children who experience anxiety about attending school end up staying home because ______.

a. their parents let them in order to reduce their anxiety

b. they display physical complaints such as dizziness, nausea, and stomachaches

c. their clinicians think that it is better for them to be taught at home

d. they misbehave in class in order to get sent home

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: School Refusal

Difficulty Level: Medium

100. Each risk factor for school refusal also places children at risk for ______.

a. becoming hypochondriacs

b. developing learning disabilities

c. poor adjustment to multiple school absences

d. poor adjustment to career decisions

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: School Refusal

Difficulty Level: Medium

101. Treating school refusal involves providing training in ______.

a. physical methods to stop bullying

b. strategies for learning disabilities

c. methods to optimize learning outside class

d. Strategies for emotional regulation

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: School Refusal

Difficulty Level: Hard

102. Which age is sexual abuse most likely to be reported?

a. middle childhood

b. infancy

c. early childhood

d. adolescence

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Child Sexual Abuse

Difficulty Level: Easy

103. Which risk factor is common in homes with reported cases of child sexual abuse?

a. poverty

b. multiple young children

c. marital stability

d. food security

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

104. Who is at the highest risk of becoming a victim of child sexual abuse?

a. Monica, a 7-year-old girl who lives with her mother and her mother’s boyfriend

b. Dylan, a 3-year-old boy who lives with his father

c. Elijah, a 9-year-old boy who lives in an economically disadvantaged neighborhood

d. Tessie, a 2-year-old girl without siblings

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Application

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

105. Which individual is most likely to be a perpetrator of sexual abuse?

a. stranger to the victim

b. boyfriend of the victim’s mother

c. teacher of the victim

d. neighbor of the victim’s father

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Application

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

106. What is critical for the positive adjustment of a child who has been sexually abused?

a. love from caring adults

b. ability to discuss what happened

c. identification and stopping of harm early

d. availability of supportive peers

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Application

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

107. Professionals who are legally obligated to report suspicions of child abuse to authorities are called ______.

a. legal specialists

b. health specialists

c. recommended reporters

d. mandated reporters

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Child Sexual Abuse

Difficulty Level: Easy

108. Which child will most likely experience fewer long-term consequences of being abused?

a. Riley, who moved in with her father after being abused by her stepfather for 5 years

b. Caleb, who spends as many nights at friends’ homes as possible to avoid his mother’s live-in boyfriend

c. Ellie, whose teacher reported suspicions to the police and whose mother believes her

d. Cameron, who was told by his mother that he must have misunderstood because it only happens to girls

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Application

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

109. Effective sexual abuse prevention programs educate children about ______.

a. their bodies and their right not to be touched

b. martial arts techniques to use against perpetrators

c. how to fill out police report forms

d. clothing to wear to avoid enticing perpetrators

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Child Sexual Abuse

Difficulty Level: Medium

110. When children have school-based education programs that teach them to recognize inappropriate touches, the children are more likely to ______.

a. ask peers how to stop sexual abuse

b. report sexual abuse to teachers and other adults

c. avoid discussing sexual abuse with teachers

d. blame sexual abuse on teachers and other adults

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Child Sexual Abuse

Difficulty Level: Medium

111. Influences that reduce the poor outcomes associated with adverse circumstances are called ______.

a. risk factors

b. resiliency

c. protective factors

d. interventions

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Resilience in Middle Childhood

Difficulty Level: Easy

112. The capacity to adapt and bounce back is called ______.

a. autonomy

b. industry

c. resilience

d. collectivism

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Resilience in Middle Childhood

Difficulty Level: Easy

113. A fundamental characteristic of resilient children is that they ______.

a. are able to regulate their emotions

b. are good in school

c. have a stable home

d. have a close-knit peer group

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Resilience in Middle Childhood

Difficulty Level: Medium

114. A description of resilient children is they ______.

a. tend to have few strong and supportive relationships

b. are most likely to have an aggressive temperament

c. have difficulty regulating their emotions and behavior

d. tend to live in neighborhoods with high levels of violence

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Resilience in Middle Childhood

Difficulty Level: Medium

115. Which approach helps foster resilience in children?

a. giving them reading material on the subject

b. repeating exposures to traumatic situations

c. having them figure out resources themselves

d. bolstering executive function skills

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Resilience in Middle Childhood

Difficulty Level: Medium

116. What important finding do resilient children illustrate?

a. Resilience is irrelevant until the school-age years.

b. Having friends is a neutral factor in resiliency.

c. Most children who have adversity in their lives have little resilience.

d. Resiliency toward adversity in childhood can lead to healthy adjustment.

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Resilience in Middle Childhood

Difficulty Level: Medium

117. Steven attends the Boys and Girls Club in his neighborhood every day after school. It helps to foster his resilience. Which type of factor associated with resilience does that fall under?

a. family

b. community

c. school

d. individual

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: Resilience in Middle Childhood

Difficulty Level: Hard

118. Jada lives in a high crime area. Her father and brother both were in a gang and are now in prison. She gets good grades in school and has a best friend that lives next door. She knows when she is about to get upset so she talks about it with her friend or her mother. Which trait does Jada have?

a. autonomy

b. industry

c. resilience

d. collectivism

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Application

Answer Location: Resilience in Middle Childhood

Difficulty Level: Hard

119. Listening to bomb blasts, fleeing a home and community in search of safety, and losing loved ones to military service, confinement, or death are that types of experiences for children?

a. traumatic

b. contextual

c. cognitive

d. ritualistic

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Lives in Context: Exposure to War and Terrorism and Children’s Development

Difficulty Level: Easy

120. Which approach assists children in regions with war and terrorism assists them in developing resiliency?

a. keeping emotions to self

b. varying daily routines

c. getting them used to being alone

d. drawing and storytelling

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: Lives in Context: Exposure to War and Terrorism and Children’s Development

Difficulty Level: Hard

True/False

1. In middle childhood, children develop more sophisticated and comprehensive self-concepts.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Concept

Difficulty Level: Medium

2. Children and adults show similar patterns of medial prefrontal cortex activity in response to self-knowledge and evaluation tasks.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Brain and Biological Influences on Development: Self-Concept and the Brain

Difficulty Level: Medium

3. School-age children’s sense of self-esteem is less realistic than a preschooler’s sense of self-esteem.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Esteem

Difficulty Level: Medium

4. Children’s sense of industry and emerging sense of self influences their achievement motivation.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Achievement Motivation

Difficulty Level: Easy

5. Parents influence children’s achievement through their own beliefs and attitudes about ability.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Knowledge

Answer Location: Parents

Difficulty Level: Easy

6. School-age children are more likely than preschoolers to say that they have lots of friends.

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

7. Friendships tend to remain stable from middle childhood into adolescence, especially among girls.

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

8. A minority of popular children are labeled by peers and teachers as tough and show antisocial and aggressive behavior.

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Popularity

Difficulty Level: Easy

9. Another name for bullying is peer victimization.

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Bullying

Difficulty Level: Easy

10. Victims of cyberbullying are more likely to report their abuse or to seek help than victims of traditional bullying.

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Victims of Bullying

Difficulty Level: Easy

11. In middle childhood, parents are able to continue with the same parenting strategies that they used when their children were younger.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Parent-Child Relationships

Difficulty Level: Medium

12. Children adjust and develop the same reared by same-sex couples compared to those reared by other couples.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Same-Sex Parented Families

Difficulty Level: Medium

13. Single fathers are more likely than mothers to live with a partner.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Single-Parent Families

Difficulty Level: Easy

14. Children who live with unmarried cohabiting parents who have close, caring relationships with them and whose union is stable still develop less as well as their counterparts whose parents’ marriage is stable.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Cohabiting Families

Difficulty Level: Medium

15. Divorce causes significant and irreparable harm to children.

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Knowledge

Answer Location: Divorced and Divorcing Families

Difficulty Level: Easy

16. Children in middle childhood are capable of coping with anxiety better than a younger child.

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Comprehension

Answer Location: Common Socioemotional and Developmental Problems in Middle Childhood

Difficulty Level: Medium

17. Sexual abuse refers to inappropriate touching, comments, or sexual activity, coerced or persuaded with a child.

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Child Sexual Abuse

Difficulty Level: Easy

18. Perpetrators of sexual abuse are most often males unknown to the child.

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Child Sexual Abuse

Difficulty Level: Easy

19. It is up to a teacher’s discretion as to whether to report suspected child sexual abuse to authorities.

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Child Sexual Abuse

Difficulty Level: Easy

20. Culture can influence how risk and protective factors manifest in a child in adverse conditions.

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Knowledge

Answer Location: Resilience in Middle Childhood

Difficulty Level: Easy

Short Answer

1. What is the difference between self-concept and self-esteem in school-age children?

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Self-Concept and Self-Esteem

Difficulty Level: Hard

2. What characterizes a learned helplessness orientation? How can it affects children?

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Achievement Motivation

Difficulty Level: Hard

3. What are the functions of friendship in middle childhood?

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Comprehension

Answer Location: Friendship

Difficulty Level: Medium

4. What are the effects of peer rejection on a child?

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Peer Rejection

Difficulty Level: Hard

5. What type of parenting do bullies usually experience?

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Children Who Bully

Difficulty Level: Hard

6. How can siblings influence each other’s development?

Learning Objective: KEY: Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Siblings

Difficulty Level: Hard

7. What has research shown about the adjustment or development of children and adolescents reared by same-sex couples compared with those reared by other couples?

Learning Objective: KEY: Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Same-Sex Parented Families

Difficulty Level: Hard

8. What challenges do blended families face?

Learning Objective: KEY: Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Blended Families

Difficulty Level: Hard

9. What characterizes children who have school refusal?

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: School Refusal

Difficulty Level: Hard

10. What are the risk factors for sexual abuse in childhood?

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

Essay

1. Explain how African American, North American, Chinese, and Japanese cultures affect their children’s self-esteem.

Learning Objective: 10.1: Describe school-age children’s self conceptions and motivation.

REF: Cognitive Domain: Analysis

Answer Location: Achievement Motivation

Difficulty Level: Hard

2. A friend of yours just disclosed to you that his daughter is being bullied at school. He is understandably upset, and at a loss as to what to do about it. What advice can you give him?

Learning Objective: 10.2: Examine the roles of friendship, peer acceptance, and peer victimization in school-age children’s adjustment.

REF: Cognitive Domain: Application

Answer Location: Applying Developmental Science: Anti-Bullying Legislation

Difficulty Level: Hard

3. What is the one-child policy in the People’s Republic of China, and how are families in China different from families with more than one child?

Learning Objective: 10.3: Discuss family relationships in middle childhood and the influence of family structure on adjustment.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Influences on Development: China’s One-Child Policy

Difficulty Level: Hard

4. What issues do children contend with who have been sexually abused?

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: Child Sexual Abuse

Difficulty Level: Hard

5. Explain how parents influence how children process and adapt to the trauma of war and terrorism. What other interventions can assist these children?

Learning Objective: 10.4: Analyze the role of resilience in promoting adjustment to adversity, including characteristics of children and contexts that promote resilience.

REF: Cognitive Domain: Analysis

Answer Location: Lives in Context: Exposure to War and Terrorism and Children’s Development

Difficulty Level: Hard