Chapter 4: Self and Identity

Test Bank

Multiple Choice

1. ______ refers to the traits and characteristics in breadth and depth that we attribute to ourselves.

A. Self-concept

B. Self-awareness

C. Identity achievement

D. Broad attributes

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Self-Concept

Difficulty Level: Easy

2. Introspective activities, such as journal writing and taking selfies, are examples of how adolescents learn to organize their ______.

A. self-esteem

B. self-indulgence

C. self-concept

D. self-awareness

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Comprehension

Answer Location: Self-Concept

Difficulty Level: Medium

3. The difference between how children and adolescents describe themselves is that children use ______.

A. physical attributes while adolescents use concrete descriptors

B. physical attributes while adolescents include abstract and complex descriptors

C. qualifiers while adolescents include abstract descriptors

D. situational descriptions while adolescents use physical attributes

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Analysis

Answer Location: Changes in Self-Conceptions

Difficulty Level: Medium

4. Keisha describes herself as outspoken on subjects she has studied but very quiet when she has little knowledge on a topic. She says she is confident in her public speaking ability as long as it is in front of her peers and not adults. Keisha’s self-concept shows her use of ______.

A. physical characteristics

B. neuroticism

C. exploration

D. situational variability

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Changes in Self-Conceptions

Difficulty Level: Hard

5. Kumar knows that he is intelligent and has been able to solve difficult situations since he was a young child. He is confident that he will be able to overcome obstacles in the future due to this ability. He knows that he is a caring individual and can point to many examples of comforting his sister while they were growing up. Kumar’s self-concept has most likely achieved ______.

A. clarity

B. moratorium

C. foreclosure

D. extraversion

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Changes in Self-Conceptions

Difficulty Level: Hard

6. How is parents’ sense of self-concept clarity related to their children?

A. Parents transmit their sense of self-concept clarity to their children through cultural heritage.

B. Parents transmit their sense of self-concept clarity to their children through interactions and modeling.

C. Parents transmit their sense of self-concept clarity to their children through conscientiousness.

D. Parents transmit their sense of self-concept clarity to their children through self-definition.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Analysis

Answer Location: Changes in Self-Conceptions

Difficulty Level: Medium

7. Which individual is making a decision based on their ideal self?

A. Miguel is striving to be more organized.

B. Priya is pretending to be more outgoing.

C. Jada plays the guitar

D. Jamal puts on a fake smile during class.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Comprehension

Answer Location: Multiple Selves

Difficulty Level: Medium

8. ______ is characterized by the traits and values one hopes and strives to attain.

A. Real self

B. Self-definition

C. Ideal self

D. Self-evaluation

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Multiple Selves

Difficulty Level: Easy

9. Benjamin describes himself as an organized and introspective young man. He is generally quiet, shy, and doesn’t say much. He really wants to impress Emma on their first date. He has memorized a lot of jokes. During their date, he doesn’t stop talking making sure to tell all the jokes he memorized so that Emma will like him. Benjamin is presenting his ______.

A. openness

B. real self

C. neuroticism

D. false self

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Multiple Selves

Difficulty Level: Hard

10. Liam is on a date with a first date with Shoshana. He has been telling her how much he values helping people which is why he is exploring going to medical school one day. He expresses a desire to communicate in a more meaningful way so he is taking some classes at the college which can help him understand himself and communication more fully. Liam’s motivation is coming from his ______.

A. false self

B. ideal self

C. self-indulgence

D. abstract labels

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Multiple Selves

Difficulty Level: Hard

11. Which area of the brain shows more activity when adolescents are processing information about the self?

A. medial prefrontal cortex

B. hippocampus

C. lateral temporal cortex

D. amygdala

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Brain Development and Self-Concept

Difficulty Level: Easy

12. Which statement is true about medial prefrontal cortex development during adolescence?

A. The medial prefrontal cortex is used in metacognition specifically developing in late childhood prior to puberty.

B. The medial prefrontal cortex develops after adolescence and is connected to the lateral temporal cortex.

C. The medial prefrontal cortex undergoes significant development in adolescence and is one of the last parts of the brain to develop.

D. The medial prefrontal cortex is developed prior to adolescence and relates to self-esteem.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Comprehension

Answer Location: Brain Development and Self-Concept

Difficulty Level: Medium

13. Which cluster of personality traits refers to people who exhibit curiosity and exploration?

A. conscientiousness

B. agreeableness

C. extraversion

D. openness

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Personality Traits

Difficulty Level: Easy

14. Which cluster of personality traits refers to people who are active and assertive?

A. extraversion

B. openness

C. conscientiousness

D. agreeableness

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Personality Traits

Difficulty Level: Easy

15. A scientist focused on adolescents who present high in neuroticism and low in extraversion is interested in ______.

A. substance use

B. depression

C. responsibility

D. cooperation

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Comprehension

Answer Location: Personality Traits

Difficulty Level: Medium

16. How are personality ratings related to chronological age?

A. Personality ratings differ greatly between childhood, adolescence, and adulthood.

B. Personality ratings differ only between childhood and adulthood.

C. Personality ratings in childhood predict personality ratings in adulthood.

D. Personality ratings in childhood predict changes in extraversion and openness in adulthood.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Analysis

Answer Location: Personality Traits

Difficulty Level: Medium

17. Julia is a very likeable young person. She is generally kind to her friends, family, and even strangers she meets. She has just started her nursing program in college. She is enjoying every aspect of her classes from the academic classes to her clinical rounds. She wanted to become a nurse not only to be helpful but to interact in a compassionate way with other people. Julia is illustrating which of the five-factor model clusters?

A. extraversion

B. neuroticism

C. conscientiousness

D. agreeableness

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Personality Traits

Difficulty Level: Hard

18. Diego is in college to become a chemical engineer. His classes are very strenuous and require a great deal of studying outside of class. He has decided that he cannot work while he is in school because it would not allow him to be as responsible and disciplined in his studies. He has created a time management chart so that he doesn’t get behind in any of his classes as he is carrying 17 units this semester. Diego is illustrating which of the five-factor model clusters?

A. openness

B. neuroticism

C. conscientiousness

D. agreeableness

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Personality Traits

Difficulty Level: Hard

19. ______ is an individual’s subjective evaluation of his or her worth as a person.

A. Global self-esteem

B. Real self

C. Self-awareness

D. Identity achievement

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Knowledge

Answer Location: Self-Esteem

Difficulty Level: Easy

20. Advances in ______ influence an early adolescent to be more aware of others, possibly increasing their self-consciousness.

A. self-indulgence

B. self-reflection

C. extraversion

D. agreeableness

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Knowledge

Answer Location: Developmental Changes in Self-Esteem

Difficulty Level: Easy

21. How are transitions such as body changes related to global self-esteem in adolescence?

A. Transitions such as body changes in adolescence raise global self-esteem.

B. Transitions such as body changes in adolescence garner peer approval to raise self-esteem.

C. Transitions such as body changes in adolescence tend to decrease global self-esteem.

D. Transitions such as body changes in adolescence influence the absence of self-esteem.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Developmental Changes in Self-Esteem

Difficulty Level: Medium

22. Destiny has just started college. None of her high school friends are attending the same college she is and her campus is about three hours away from home. She is feeling very vulnerable and unsure of herself as she begins this new part of her life. Her self-esteem has begun to decline due to the ______.

A. metacognition

B. self-indulgence

C. neuroticism

D. transition

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Developmental Changes in Self-Esteem

Difficulty Level: Hard

23. Lee used to see himself as the smartest kid in his class. Now that he is in middle school, he is aware that there are a lot of kids who are just as smart as he is or maybe even smarter. This transition from childhood to adolescence has caused his self-esteem to ______.

A. decline

B. rise

C. remain stable

D. become abstract

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Developmental Changes in Self-Esteem

Difficulty Level: Hard

24. When a domain is important to an adolescent their self-esteem will rise as long as ______.

A. they evaluate themselves as lacking in that domain

B. they evaluate themselves favorably in that domain

C. they self-reflect on that domain

D. learn conflict management in that domain

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Knowledge

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Easy

25. Jimmy has been playing soccer since he was 4 years old. He loves the game so much that he is always trying to get the other boys to play pickup games in his neighborhood. He watches soccer on TV to try and make himself better at the game. He doesn’t really care as much about his schoolwork. In fact, as long as he passes he is just fine with his grades. Jimmy is illustrating ______.

A. high self-esteem with academics

B. low self-esteem generally

C. high self-esteem with athletics

D. low self-esteem with athletics

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Hard

26. An adolescent who has high artistic self-esteem would demonstrate ______.

A. a passion for reading

B. less attention to art class

C. more attention to school work

D. a passion for drawing

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Medium

27. Global self-esteem is best predicted by perceived ______.

A. physical attractiveness

B. athleticism

C. intellect

D. metacognition

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Knowledge

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Easy

28. Which statement is true of domain-specific self-esteem in adolescents?

A. The best domain-specific predictor of global self-esteem in adolescents is their athleticism.

B. The best domain-specific predictor of global self-esteem in adolescents is their ability to be outgoing.

C. The best domain-specific predictor of global self-esteem in adolescents is their perception of their physical attractiveness.

D. The best domain-specific predictor of global self-esteem in adolescents is their perception of their agreeableness.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Medium

29. Chin has immigrated to America from China. His culture places more importance on the community rather than the individual. Chin does really well in school and has even earned a top score on the national standardized tests for college entrance. Compared to his friends from other racial and ethnic groups, Chin will most likely score ______ on self-esteem due to his culture.

A. higher than his White peers

B. the same as his peers

C. higher than his peers

D. lower than his peers

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Racial and Ethnic Differences in Self-Esteem

Difficulty Level: Hard

30. How are Asian culture and the promotion of self-esteem related?

A. Asian culture is generally collectivist promoting the community over the individual which is contrary to the promotion of self-esteem.

B. Asian culture is generally individualistic promoting the community over the individual which is contrary to the promotion of self-esteem.

C. Asian culture is generally collectivist promoting the individual over the community which is contrary to the promotion of self-esteem.

D. Asian culture is generally individualistic promoting the individual over the community which is contrary to the promotion of self-esteem.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Racial and Ethnic Differences in Self-Esteem

Difficulty Level: Medium

31. Tucker has a few really good friends. He is confident in himself and his friend group. When some other acquaintances from the football team ask him to go drinking with them after practice, Tucker has no problem telling them no and feeling good about that decision. He knows who he is and that his real friends will be there for him. This evaluation of himself helps Tucker make good decisions. Tucker most likely has ______.

A. low self-esteem

B. high self-esteem

C. high neuroticism

D. low neuroticism

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Correlates of Self-Esteem

Difficulty Level: Hard

32. An individual who reacts to a problem or failure as an opportunity to do better would be considered to have ______.

A. metacognition

B. peer approval

C. high self-esteem

D. low self-esteem

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Correlates of Self-Esteem

Difficulty Level: Medium

33. Katrina was a well-liked child. But she matured a lot earlier than the other girls. She was teased, hated her body, and found herself feeling anxious after puberty. As she went through adolescence, her anxieties about herself and her body became worse. She had few friends and felt like nothing she did was ever good enough. Every obstacle in her way felt like a brick wall. As an adult, Katrina will most likely be ______.

A. extraverted

B. depressed

C. foreclosed

D. egotistical

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Correlates of Self-Esteem

Difficulty Level: Hard

34. A scientist focused on low self-esteem with adjustment difficulties is interested in ______.

A. all adolescents

B. low socioeconomic adolescents

C. ethnic minority adolescents

D. male adolescents

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Correlates of Self-Esteem

Difficulty Level: Medium

35. ______ of parents is associated with better adjustment and higher estimates of self-worth in adolescents.

A. Openness

B. Moratorium

C. Emotional availability

D. Self-awareness

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Knowledge

Answer Location: Contextual Influences on Self-Esteem

Difficulty Level: Easy

36. How are romantic relationships related to self-esteem?

A. High self-esteem was associated with putting off romantic relationships until later.

B. Low self-esteem was associated with a new romantic relationship in adolescence.

C. Beginning a romantic relationship was associated with a decrease in self-esteem.

D. Beginning a romantic relationship was associated with an increase in self-esteem.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Self-Esteem

Difficulty Level: Medium

37. What inference is made about self-esteem in social media?

A. Those with higher social self-esteem have increased social media use.

B. Those with lower social self-esteem have increased social media use.

C. Social media use is linked with depression and anxiety.

D. Social media use is associated with curtailed by those with high self-esteem.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Self-Esteem

Difficulty Level: Medium

38. Hannah likes to post to her social media accounts at least every other day. She isn’t afraid to share the good or bad things that happen to her with her friends. When she sees that her friends have reacted to her posts, she gets a little boost which makes her feel good about herself. Hannah most likely has ______.

A. low self-esteem

B. high self-esteem

C. low moratorium

D. high moratorium

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Application

Answer Location: Contextual Influences on Self-Esteem

Difficulty Level: Hard

39. An individual who considers his or her past, has determined values and goals, and understands the future has established ______.

A. self-esteem

B. self-indulgence

C. an identity

D. peer approval

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Identity

Difficulty Level: Easy

40. An example of psychosocial moratorium is ______.

A. dropping college classes

B. having a romantic relationship

C. attending high school

D. shadowing a doctor

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Comprehension

Answer Location: Identity Versus Role Confusion

Difficulty Level: Medium

41. A political party is one aspect of an individual’s ______.

A. identity

B. self-evaluation

C. psychosocial moratorium

D. five-factor model

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Identity Versus Role Confusion

Difficulty Level: Easy

42. Noah has tried to take different classes to see what he is interested in. He has shadowed a few different careers. He just does not seem to be able to find anything that he likes. As a result, he has started retreating from his friends. Most of his friends have declared majors in college as well as started looking for internships. Noah avoids most people these days. He is playing video games most of the day instead of hanging out with his friends or attending classes. He feels like he doesn’t have to engage in anything that way. Noah is going through ______.

A. identity achievement

B. role confusion

C. introspection

D. peer approval

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Identity Versus Role Confusion

Difficulty Level: Hard

43. An individual who has not considered any options and is considered inflexible would most likely be characterized as in identity ______.

A. diffusion

B. achievement

C. foreclosure

D. moratorium

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Identity Status

Difficulty Level: Easy

44. ______ refers to an individual who is actively exploring ideas with openness and a little uncertainty.

A. Diffusion

B. Foreclosure

C. Achievement

D. Moratorium

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Identity Status

Difficulty Level: Easy

45. ______ refers to an individual disinterested in the future expressing a general apathy.

A. Diffusion

B. Foreclosure

C. Achievement

D. Moratorium

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Identity Status

Difficulty Level: Easy

46. Jayden is excited about all his college classes. He wants to try everything so he can make an informed decision about his future. He is able to use this time to be open to new experiences with his parents support. He is scheduled to talk with a career counselor and look into some internships for his summer break. Jayden is in which phase of identity?

A. Foreclosure

B. Moratorium

C. Diffusion

D. Achievement

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Identity Status

Difficulty Level: Hard

47. Ava is just starting high school. Right now she doesn’t even want to think about the future. She told her friends that she is just going to sell real estate like her mother. She sees going into an established business with a guaranteed job being the right thing to do. She is convinced she is right no matter what other people say. Ava is in which phase of identity?

A. achievement

B. foreclosure

C. moratorium

D. diffusion

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Identity Status

Difficulty Level: Hard

48. Ariel has decided to go to medical school. In her undergraduate years, she took classes not only in the sciences but in literature and marketing. She wasn’t sure which way she wanted to go. One summer she spent interning at a marketing firm and decided that she did not enjoy the work. Then, she decided to work at a hospital checking in patients during another summer break. She truly enjoyed every part of the hospital experience. She was able to shadow doctors and even watch a surgery. Due to this, Ariel made a decision to become a doctor. Ariel is in which phase of identity?

A. moratorium

B. foreclosure

C. achievement

D. diffusion

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Identity Status

Difficulty Level: Hard

49. Jacob plays video games all day every day. He quit going to college. He doesn’t see his old high school friends either. In fact, Jacob has withdrawn from most people in his life. He is truly apathetic and uncertain about his future. Jacob is in which phase of identity?

A. moratorium

B. foreclosure

C. achievement

D. diffusion

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Identity Status

Difficulty Level: Hard

50. A scientist focused on identity in early adolescence is most likely interested in ______.

A. diffusion and foreclosure

B. moratorium and achievement

C. diffusion and achievement

D. foreclosure and moratorium

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Comprehension

Answer Location: Identity Status

Difficulty Level: Medium

51. Katie’s mother and father are both engineers. Her grandfather was an engineer. They have always pushed this line of work with Katie. In fact, she has already declared her major before even graduating high school. Katie’s parents have prevented her from approaching ______.

A. openness

B. moratorium

C. attachment

D. metacognition

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Influences on Identity Development

Difficulty Level: Hard

52. How is parental support related to identity achievement?

A. Adolescents who have great parental support for exploration are more likely to experience diffusion.

B. Adolescents who lack parental support for exploration are more likely to experience moratorium.

C. Adolescents who lack parental support for exploration are more likely to experience diffusion.

D. Adolescents who have great parental support for exploration are more likely to experience foreclosure.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Analysis

Answer Location: Influences on Identity Development

Difficulty Level: Medium

53. What inference can be seen about peer involvement in identity development?

A. Peers serve as a mirror for each other to view their emerging identities.

B. Peers create an apathetic environment which keeps adolescents in diffusion.

C. Peers more than parents support moratorium through early high school.

D. Peers achieve their identities together in a group without exploration of ideas.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Analysis

Answer Location: Influences on Identity Development

Difficulty Level: Medium

54. A scientist focused on positive views of work and school is interested in ______.

A. role confusion

B. identity achievement

C. low self-esteem

D. self-evaluation

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Comprehension

Answer Location: Outcomes Associated With Identity Development

Difficulty Level: Medium

55. How is mood associated with moratorium?

A. Moratorium is associated with a positive mood with only one path to choose for the future.

B. Moratorium is experienced in a positive manner as a decision relieves the uncertainty.

C. The rigidness of moratorium can create a negative mood and premature acceptance of one’s role.

D. The uncertainty of moratorium can create a negative mood which can be stressful and paralyzing.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Analysis

Answer Location: Outcomes Associated With Identity Development

Difficulty Level: Medium

56. Which behavior is an example of an outcome in identity diffusion?

A. volunteering at an animal shelter

B. tagging a building

C. taking a new class

D. arguing that your point is the only right one

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Comprehension

Answer Location: Outcomes Associated With Identity Development

Difficulty Level: Medium

57. Ethnic-racial identity is a sense of membership to an ethnic or racial group including ______.

A. extraversion

B. attachment

C. attitudes

D. well-being

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Knowledge

Answer Location: Ethnic-Racial Identity

Difficulty Level: Easy

58. A researcher focused on how adolescents of color respond to prejudice is interested in ______.

A. adolescent neuroticism

B. religious identity foreclosure

C. vocational identity achievement

D. ethnic-racial identity formation

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Comprehension

Answer Location: Ethnic-Racial Identity

Difficulty Level: Medium

59. Carla has been attending some cultural festivals with her family. She became so interested in one of the customs that she found some books on its origin in the library to read. Every day after school now, she goes to her grandmother’s house in order to sit and talk to her about different traditions, customs, and her cultural heritage. Carla is ______.

A. exploring her ethnic-racial identity

B. in identity achievement

C. in identity diffusion

D. understanding abstract labels

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Application

Answer Location: Development of Ethnic-Racial Identity

Difficulty Level: Hard

60. While Marcia’s model of identity status has four statuses, ethnic-racial identity is described in ______ statuses.

A. two

B. three

C. four

D. five

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Knowledge

Answer Location: Development of Ethnic-Racial Identity

Difficulty Level: Easy

61. How are diffusion and the unexamined ethnic-racial status similar?

A. Both diffusion and the unexamined status include adolescents who have prematurely made a decision on identity.

B. Both diffusion and the unexamined status include adolescents who are exploring their identity.

C. Both diffusion and the unexamined status include adolescents who have not explored identity.

D. Both diffusion and the unexamined status include adolescents who have a great understanding of where they come from.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Analysis

Answer Location: Development of Ethnic-Racial Identity

Difficulty Level: Medium

62. Angela, a 17-year-old, has always had a close relationship with her family. She enjoys her family’s traditions and customs. In fact, she made sure to engage with her entire community to understand where the customs originated from. She remembers reading a lot about her heritage. She sought out novels with heroines who were very similar to herself. Because of this process growing up, she is confident in who she is and where she has come from. She volunteers in her community to help other girls understand these traditions. Angela is illustrating ______.

A. ethnic-racial inauthenticity

B. ethnic-racial unexamined status

C. ethnic-racial moratorium

D. ethnic-racial identity achievement

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Application

Answer Location: Development of Ethnic-Racial Identity

Difficulty Level: Hard

63. In exploring ethnic-racial identity, influences such as language and attitudes are considered ______.

A. contextual

B. inauthentic

C. egotistical

D. self-indulgence

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Knowledge

Answer Location: Influences on Ethnic-Racial Identity

Difficulty Level: Easy

64. Which question is a researcher focused on the standards of a society most likely to ask?

A. How to adolescents self-reflect on society’s foreclosure of standards?

B. How do adolescents from cultures with different societal standards achieve cultural belonging?

C. How do adolescents from different societal standards resolve conflict?

D. How do adolescents with different societal standards learn metacognition?

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Comprehension

Answer Location: Influences on Ethnic-Racial Identity

Difficulty Level: Medium

65. What is the relationship between parents and ethnic-racial identity development?

A. Parents apathetic about ethnic socialization with their adolescents promote ethnic-racial identity.

B. Parents engaged in ethnic socialization with their adolescents reject ethnic-racial identity.

C. Parents engaged in ethnic socialization with their adolescents promote ethnic-racial identity.

D. Parents who ignore ethnic socialization with their adolescents reject ethnic-racial identity.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Medium

66. Jada’s mother has always stressed the importance of her culture growing up. She made sure that Jada was proud of her heritage. She also placed a great emphasis in how to deal with prejudice and discrimination which may happen to Jada in society. Due to her mother’s ______, Jada has a buffer against the effects of discrimination and racism.

A. abstract labels

B. conscientiousness

C. attachment

D. socialization practices

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Application

Answer Location: Parents

Difficulty Level: Hard

67. How does a parental ethnic socialization practice affect ethnic-racial identity?

A. Ethnic socialization practices predict ethnic-racial identity exploration and commitment.

B. Ethnic socialization practices cause rejection of ethnic-racial identity exploration.

C. Ethnic socialization practices predict ethnic-racial identity rejection.

D. Ethnic socialization practices cause apathy of ethnic-racial identity commitment.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Medium

68. Ling comes from a Cambodian immigrant family. Her parents made sure that they moved into an area that had many other Cambodian families. Her parents care a great deal about their country of origin’s customs, holidays, and language. Her parents fear Ling may not carry on their heritage due to interest in popular American culture and peer relationships. This strong socialization and fear may lead Ling to ______.

A. stay within her ethnic heritage

B. reject her ethnic heritage

C. embrace only her ethnic heritage

D. model her ethnic heritage for others

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Application

Answer Location: Parents

Difficulty Level: Hard

69. Along with bolstering ethnic-racial identity, peers can act as a buffer to the ______.

A. neuroticism in exploration

B. commitment from introspection

C. stress from prejudice

D. foreclosed identity status

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Knowledge

Answer Location: Peers

Difficulty Level: Easy

70. Which individual is demonstrating a strong ethnic-racial identity?

A. Aaliyah does not know anything about her ancestors.

B. Rosa pretends that she is happy most of time.

C. Kenyon has decided to just work for his dad.

D. Hector is optimistic about his future and that of his community.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Comprehension

Answer Location: Ethnic-Racial Identity and Adjustment

Difficulty Level: Medium

True/False

1. Revisions to self-concept and shifts in self-concept clarity can come about due to transitions such as from high school to college.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Comprehension

Answer Location: Changes in Self-Conceptions

Difficulty Level: Medium

2. Adolescents with high self-esteem are more likely to have a discrepancy between their real and ideal selves.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Multiple Selves

Difficulty Level: Easy

3. Adolescents show more activity in the lateral temporal cortex when retrieving information about themselves.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Knowledge

Answer Location: Brain Development and Self-Concept

Difficulty Level: Easy

4. Adolescent moodiness can be associated with transitions from childhood to adolescence with temporary dips in personality maturity.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Comprehension

Answer Location: Personality Traits

Difficulty Level: Medium

5. Competence and increasing control through emerging adulthood leads to increases in self-esteem.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Developmental Changes in Self-Esteem

Difficulty Level: Medium

6. A positive self-esteem is seen in domains that are challenging and contain obstacles for an adolescent.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Medium

7. Asian adolescents tend to have lower self-esteem than their peers of different ethnicities.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Knowledge

Answer Location: Racial and Ethnic Differences in Self-Esteem

Difficulty Level: Easy

8. An adolescent with low self-esteem will respond proactively to a challenge or initial failure.

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Comprehension

Answer Location: Correlates of Self-Esteem

Difficulty Level: Medium

9. A successful, coherent, and consistent evaluation of oneself is associated with identity achievement.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Identity Versus Role Confusion

Difficulty Level: Easy

10. An individual who sees the world as black and white would be said to be in identity diffusion.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Comprehension

Answer Location: Identity Status

Difficulty Level: Medium

11. A period of moratorium is necessary for an adolescent to reach identity achievement.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Knowledge

Answer Location: Influences on Identity Development

Difficulty Level: Easy

12. An adolescent who keeps life on hold is said to be experiencing moratorium.

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Comprehension

Answer Location: Outcomes Associated With Identity Development

Difficulty Level: Medium

13. Cultural practices such as attending events and talking with members of one’s culture is thought to strengthen ethnic-racial identity.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Knowledge

Answer Location: Development of Ethnic-Racial Identity

Difficulty Level: Easy

14. When adolescents receive opposing messages about embracing their heritage while experiencing discrimination, the path to achievement becomes clear.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Comprehension

Answer Location: Discrimination

Difficulty Level: Medium

15. Emotional and behavioral problems are associated with a strong sense of ethnic-racial identity.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Comprehension

Answer Location: Ethnic-Racial Identity and Adjustment

Difficulty Level: Medium

Short Answer

1. How does self-concept differ between childhood and adolescence?

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Analysis

Answer Location: Changes in Self-Conceptions

Difficulty Level: Medium

2. What conclusion can be drawn from participation in youth organizations for those in impoverished areas?

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Analysis

Answer Location: Changes in Self-Conceptions

Difficulty Level: Medium

3. How does the ideal self and the false self differ?

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Analysis

Answer Location: Multiple Selves

Difficulty Level: Medium

4. What inference can you make with regard to the beginning of puberty and school transitions in girls experience of self-esteem?

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Developmental Changes in Self-Esteem

Difficulty Level: Medium

5. What is the relationship between body image and self-esteem?

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influence and correlates.

Cognitive Domain: Analysis

Answer Location: Domain-Specific Self-Esteem

Difficulty Level: Medium

6. What is the relationship between self-evaluations and self-esteem?

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Correlates of Self-Esteem

Difficulty Level: Medium

7. What motive is there for moratorium and identity achievement?

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Analysis

Answer Location: Identity Versus Role Confusion

Difficulty Level: Medium

8. What is the relationship between emerging adulthood and identity?

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Analysis

Answer Location: Identity Status

Difficulty Level: Medium

9. Name and briefly describe the three statuses as they relate to ethnic-racial identity.

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Comprehension

Answer Location: Development of Ethnic-Racial Identity

Difficulty Level: Medium

10. What inference can you make about an individual with a strong sense of ethnic or racial identity and substance use?

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Analysis

Answer Location: Ethnic-Racial Identity and Adjustment

Difficulty Level: Medium

Essay

1. Briefly explain the five-factor model of personality traits and each of the categories. Create an example of an individual who expresses at least three of the categories.

Learning Objective: 4.1: Identify developmental changes in self-concept during adolescence.

Cognitive Domain: Application

Answer Location: Personality Traits

Difficulty Level: Hard

2. What inference can be made from positive peer relationships to self-esteem in person and on social media?

Learning Objective: 4.2: Discuss self-esteem in adolescence, including its influences and correlates.

Cognitive Domain: Analysis

Answer Location: Contextual Influences on Self-Esteem

Difficulty Level: Medium

3. Provide an example for identity achievement, moratorium, identity foreclosure, and identity diffusion. With the examples, please include a description of why each example is categorized as such.

Learning Objective: 4.3: Summarize the process of identity development, including its influences on identity development and outcomes associated with it.

Cognitive Domain: Application

Answer Location: Identity Status

Difficulty Level: Hard

4. How is socioeconomic status related to identity development?

Learning Objective: 4.3: Summarize the process of identity development, including influences on identity development and outcomes associated with it.

Cognitive Domain: Analysis

Answer Location: Influences on Identity Development

Difficulty Level: Medium

5. What is the relationship between parental ethnic socialization and identity?

Learning Objective: 4.4: Describe ethnic-racial identity, its influences, and its role in adolescent adjustment.

Cognitive Domain: Analysis

Answer Location: Parents

Difficulty Level: Medium