Chapter 11 - Development of the Self-Concept

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The ( categorical self, self-concept, self-esteem ) is the evaluative component of the self that is influenced by attachment history.

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( categorical self, self-concept, self-esteem ) is defined as one's perceptions of one's unique attributes or traits.

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One's ( categorical self, self-concept, self-esteem ) is one's early self-description along such socially significant dimensions as age and gender.

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Parental warmth and responsiveness are a strong contributor to self-esteem beginning in adolescence.

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Friendship quality promotes high self-esteem in childhood.

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The recognition that one can be the cause of an event, referred to try developmental psychologists as

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( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) is a strong contributor to academic under-achievement among disadvantaged minorities.

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( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) is a correlate of low achievement motivation.

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( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) may promote adoption of performance foals (and a helpless orientation).

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( process-orientated praise, negative peer influences, person praise, strong parental criticism of failure ) is likely to promote adoption of learning goals (and a mastery orientation).

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Jacob lives in a non industrialized, commnal society. When asked what he plans to be when he grows up, Jacob answers, "Well, certainly a carpenter like my father and grandfather." From this replu, we can assume that Jacob is in the stage of identity foreclosyre with respect to his occupation and that he is one an adaptive route to identity formaiton.

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the belief that one's ability can be improved through increased effort and practice is known as a(n) ( incremental, entity ) view of ability

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The belief that one's ability is a highly stable trait that is not influenced by effort or practice is a(n) ( incremental, entity ) view of ability.

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( psychological similarities, common activities, loyalty and sharing of intimacies ) are are the principal basis for friendships among 3- to 7-year-olds

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( psychological similarities, common activites, loyalty and sharing of intimacies ) are the principal basis for friendships among 9- to 12-year-olds.

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( psychological similarities, common activities, loyalty and sharing of intimacies ) are the principal basis for friendships among adolescents.

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Eva describes herself with: "I am a girl. I have brown hair. I have a bike. I have a sister." When asked to describe her sister, Eva says: "Irene is a girl. She has lots of books. She is 5 years old." From these descriptions, we can assume that Eva is younger than 7- or 8-years-old.

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Most developmentalists believe that infants come to distinguish themselves from the external environment between

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At what age do the majority of infants pass the "rouge test" of self-recognition in a mirror?

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Marissa is asked to answer the question "Who am I?" She responds, "I'm a girl; I have long hair; I have a puppy; I can ride a bike." What age would you guess Marissa to be?

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What is the relationship between the terms self-concept and self-esteem?

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Lily has a lower measured self-worth than her classmates. However, she actually feels good about her honesty in identifying her weaknesses and needs fore improvement. When she talks with her mother about her accomplishments, they tend to focus on the whole group with which she is working rather than her individual performance. From this general description, we would most likely conclude that Lily is a(n)

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Stipek identified three phases that children experience in learning to evaluate their performance against standards. These three phases are

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Douglas did not earn a good grade on his math test. When his parents asking him what happened, he said, "The test was unfair and covered things we never talked about in class." Douglas's achievement attribution focused on

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Learned-helplessness achievement orientations focus on all of the following except

Psychology (Child Development) Quiz am Chapter 11 - Development of the Self-Concept, erstellt von Naomi Nakasone am 31/03/2018.

Chapter 11 - Development of the Self-Concept

The categorical self self-concept self-esteem( categorical self, self-concept, self-esteem ) is the evaluative component of the self that is influenced by attachment history.

categorical self self-concept self-esteem( categorical self, self-concept, self-esteem ) is defined as one's perceptions of one's unique attributes or traits.

One's categorical self self-concept self-esteem( categorical self, self-concept, self-esteem ) is one's early self-description along such socially significant dimensions as age and gender.

Parental warmth and responsiveness are a strong contributor to self-esteem beginning in adolescence.

Friendship quality promotes high self-esteem in childhood.

The recognition that one can be the cause of an event, referred to try developmental psychologists as

process-oriented praise negative peer influences person praise strong parental criticism of failure( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) is a strong contributor to academic under-achievement among disadvantaged minorities.

process-oriented praise negative peer influences person praise strong parental criticism of failure( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) is a correlate of low achievement motivation.

process-oriented praise negative peer influences person praise strong parental criticism of failure( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) may promote adoption of performance foals (and a helpless orientation).

process-orientated praise negative peer influences person praise strong parental criticism of failure( process-orientated praise, negative peer influences, person praise, strong parental criticism of failure ) is likely to promote adoption of learning goals (and a mastery orientation).

the belief that one's ability can be improved through increased effort and practice is known as a(n) incremental entity( incremental, entity ) view of ability

The belief that one's ability is a highly stable trait that is not influenced by effort or practice is a(n) incremental entity( incremental, entity ) view of ability.

psychological similarities common activities loyalty and sharing of intimacies( psychological similarities, common activities, loyalty and sharing of intimacies ) are are the principal basis for friendships among 3- to 7-year-olds

psychological similarities common activites loyalty and sharing of intimacies( psychological similarities, common activites, loyalty and sharing of intimacies ) are the principal basis for friendships among 9- to 12-year-olds.

psychological similarities common activities loyalty and sharing of intimacies( psychological similarities, common activities, loyalty and sharing of intimacies ) are the principal basis for friendships among adolescents.

Eva describes herself with: "I am a girl. I have brown hair. I have a bike. I have a sister." When asked to describe her sister, Eva says: "Irene is a girl. She has lots of books. She is 5 years old." From these descriptions, we can assume that Eva is younger than 7- or 8-years-old.

Most developmentalists believe that infants come to distinguish themselves from the external environment between

At what age do the majority of infants pass the "rouge test" of self-recognition in a mirror?

Marissa is asked to answer the question "Who am I?" She responds, "I'm a girl; I have long hair; I have a puppy; I can ride a bike." What age would you guess Marissa to be?

The ( categorical self, self-concept, self-esteem ) is the evaluative component of the self that is influenced by attachment history.

( categorical self, self-concept, self-esteem ) is defined as one's perceptions of one's unique attributes or traits.

One's ( categorical self, self-concept, self-esteem ) is one's early self-description along such socially significant dimensions as age and gender.

( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) is a strong contributor to academic under-achievement among disadvantaged minorities.

( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) is a correlate of low achievement motivation.

( process-oriented praise, negative peer influences, person praise, strong parental criticism of failure ) may promote adoption of performance foals (and a helpless orientation).

( process-orientated praise, negative peer influences, person praise, strong parental criticism of failure ) is likely to promote adoption of learning goals (and a mastery orientation).

the belief that one's ability can be improved through increased effort and practice is known as a(n) ( incremental, entity ) view of ability

The belief that one's ability is a highly stable trait that is not influenced by effort or practice is a(n) ( incremental, entity ) view of ability.

( psychological similarities, common activities, loyalty and sharing of intimacies ) are are the principal basis for friendships among 3- to 7-year-olds

( psychological similarities, common activites, loyalty and sharing of intimacies ) are the principal basis for friendships among 9- to 12-year-olds.

( psychological similarities, common activities, loyalty and sharing of intimacies ) are the principal basis for friendships among adolescents.