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| 2006005024 | Biological, cognitive, and social aspects of intimacy | Biological: puberty stimulates interest in romantic relationships → contributes to development of intimacy Cognitive: adolescents have a more sophisticated understanding of relationships → contributes to development of intimacy Social: more opportunities to be alone or unsupervised with peers & have adult-like experiences → contributes to development of intimate relationships | 0 | |
| 2006005025 | Describe intimacy with parents vs. peers during adolescence | Adolescents want to be intimate with people who are having similar experiences (aka their peers) Peer intimacy DOESN'T replace parental intimacy, it simply adds on The BEST outcome comes from having a close, intimate relationship with parents, and THEN having secure friendships | 1 | |
| 2006005026 | How does intimacy differ by gender? | Girls develop intimacy EARLIER than boys → But, boys eventually catch up Girls have more practice and experience talking about their feelings; Girls express their intimacy more through self-disclosure and talking about their feelings Boys tend to have shorter-term conflicts w/ friends than girls do with their friends | 2 | |
| 2006005027 | When does intimacy first develop occurring to Sullivan's Theory? | same-sex intimacy first develops in pre-adolescence (ages 8-12) opposite-sex intimacy develops in early adolescence (around ages 12-14) | 3 | |
| 2006005028 | Describe intimate relationships during pre adolescence vs. adolescence | Pre: based on having a common interest or sitting next to each other in class Adolescence: Emotional attachment characterized by trust, concern, and self-disclosure | 4 | |
| 2006005029 | Opposite sex friendships for boys vs. girls | Boys with mostly girlfriends → most positive outcomes; Helps them develop intimacy skills Girls with mostly boyfriends → poor outcomes; They tend to be friends with OLDER boys & engage in risky behavior Having strong, same-sex friends leads to good outcomes and better self-image for girls | 5 | |
| 2006005030 | When (approx.) do romantic relationships begin for adolescents? | 15 | 6 | |
| 2006005031 | Describe the Internal Working Model in terms of intimacy | It is the implicit model of interpersonal relationships that an individual has throughout life, believed to be shaped by early attachment experiences Having a strong, affectionate bond w/ caregiver early on (secure attachment) = best outcomes for developing intimacy later on in life | 7 | |
| 2006005032 | What is early dating (before the age of 15) associated with? | Later risky behavior | 8 | |
| 2006005033 | What are the pros of dating during adolescence? | Helps adolescence develop new skills and develop their identity & autonomy | 9 | |
| 2006005034 | How do authoritative parents tend to regulate their teen's dating behavior? | Supervisory Rules → requiring the teen to provide information about the dating activities, location, supervision, etc. Proscriptive Rules → rules about parent's preference for teen's behavior in relationships (respect the date, don't get too involved, etc.) | 10 | |
| 2006005035 | How do authoritarian parents tend to regulate their teen's dating behavior? What is the outcome? | Restrictive Rules → placing limitations on the teen's dating behavior or who can be dated (curfews, age restrictions, etc.) Leads to lying to parents & problems with developing autonomy | 11 | |
| 2006005036 | Name some impacts on adolescent romantic relationships (friends, family, media, etc.) | Family → Each family has different rules about dating Peers → whether or not your peers are dating (Feeling left-out vs. feeling like you fit in) Culture/Faith → Leads to different values and decisions about relationships Media → Does it look like everyone around you is in a happy relationship? | 12 | |
| 2006129176 | Biological, cognitive, and social aspects of autonomy | Cognitive: you can now think in multiple ways and consider other options / opinions Biological: you look more mature due to body changes, which leads to sexual interests → leads one to feel more mature and thus act differently Social: Society gives you more independence due to your maturation → ability to drive, get a job, etc. → leads the teen to expect autonomy | 13 | |
| 2006129177 | The moral, conventional, prudential, and personal issues of autonomy | Moral: actions that effect others' rights and welfare Conventional: arbitrary, agreed upon uniformities, like manners; Teens are more likely to feel comfortable sharing these issues w/ parents Prudential: acts that effect one's safety, comfort, or health Personal: preferences and choices about privacy, control over one's body and style, activities, and friendships → Teens feel less obligated to share these issues w/ parents (More positive outcomes for teens whose parents let them make their own decisions here) | 14 | |
| 2006129178 | Individuation and detachment from parents | Individuation: the progressive sharpening of an individual's sense of being an autonomous, independent person A GRADUAL PROCESS The development of a sense of identity → how one feels about and sees themselves When individuation is established, teens can take responsibility for their choices and actions → fostered by close family relationships and encouragement | 15 | |
| 2006129179 | Emotional autonomy | FEELING independent, in terms of one's relationships Ex.) Choosing who to be friends with A transformation of bonds, not a breaking off! | 16 | |
| 2006129180 | Parenting Practices - Parental Monitoring | POSITIVE OUTCOMES, as long as trust is maintained Monitoring and supervision → management of behavior Positive socialization → more discussion b/w teen + parent Awareness of child's whereabouts, activities, friends, etc. AUTHORITATIVE PARENTS | 17 | |
| 2006129181 | Parenting Practices - Parental Psychological Control | NEGATIVE OUTCOMES Adversely affects adolescent well-being; Hurts development of self-direction, autonomy Ex.) Feeling like you "can't" have certain values b/c your parents will be upset Intrusiveness, demandingness → constrains communication w/ child Adolescent will maintain emotional dependence on parent later in life AUTHORITARIAN PARENTS | 18 | |
| 2006129182 | Behavioral Autonomy | ACTING independently, in terms of decision-making With age, individuals become better at seeking out and weighing advice; less influenced by peer pressure | 19 | |
| 2006129183 | The effect of authoritarian and permissive parenting on the development of autonomy | Authoritarian / permissive parenting → leads to teens who are most easily influenced by their friends (especially in antisocial contexts) Authoritarian: Adolescent will maintain emotional dependence on parent later in life | 20 | |
| 2006466636 | Biological, cognitive, and social aspects of achievement | Biological: puberty introduces new psychological and interpersonal concerns → may affect the teen's behavior and priorities in school Cognitive: Allows individuals to engage in long-term, hypothetical thinking and planning; capable of being thoughtful about the future Social: MOST IMPORTANT INFLUENCE ON ACHIEVEMENT; Society is structured so that major decisions about school/work occur during adolescence | 21 | |
| 2006466637 | Learned helplessness vs. self-efficacy | Learned Helplessness: the acquired belief that an individual is NOT able to influence events through their own efforts or actions (opposite of self-efficacy) Self-Efficacy: the sense that an individual has some control over their life | 22 | |
| 2006466638 | intrinsic vs. extrinsic motivation | Intrinsic motivation = Motivation based on the pleasure one will experience from mastering a task Extrinsic motivation = Motivation based on the rewards one will receive for successful performance | 23 | |
| 2006466639 | Best outcomes for achievement in adolescence (in terms of parental behavior) | -Stress mastery over performance -Help students attribute their success and failures to how hard they work -Stress that intelligence is malleable, not fixed -Don't create a fear of failure -Encourage academic achievement AND moral values | 24 | |
| 2006466640 | Authoritarian households and hindering achievement | -Creates fear of failing in achievement situations (b/c of consequences stressed by parents) -Tend to encourage academic success over moral values | 25 | |
| 2006466641 | Influences on achievement | Individual - Is intelligence fixed or malleable? Internally or externally motivated? Peers - Do your peers look down upon achievement?Ethnic/gender stereotypes on achievement? Family - Academic goals over moral values? Fear of failure? School - Motivate students intrinsically or extrinsically?Does the school create competition? | 26 | |
| 2006487132 | Moratorium (in terms of identity) | A period of exploration for a sense of self; can be confusing and difficult -Low on commitment, high on exploration -Ex.) Taking a gap year to explore options -The decisions they make serve a purpose (different than diffusion) | 27 | |
| 2006487133 | Identity Diffusion | A state of just floating through life in terms of identity -Low on commitment, low on exploration | 28 | |
| 2006487134 | Identity Achievement | Exploring multiple options & committing after -High on commitment, high on exploration -Pushing yourself out of your comfort zone before committing to a single identity | 29 | |
| 2006487135 | Identity Foreclosure | Having a set identity in mind, never giving any other options a try -High on commitment, low on exploration -Deciding your career path early on → never exploring other options -Feeling like your path has already been determined | 30 | |
| 2006487136 | Negative Identity | Choosing an identity for yourself even if you know its not "you" -Going against the norm → getting tattoos, piercings, etc. -Conforming to the norm → dressing / acting like the people around you | 31 | |
| 2006487137 | Predictors of self-esteem in adolescence | Best predictor of future self-esteem is past self-esteem (tends to be stable over a long period of time) -It seems to be the most unstable in a school environment due to presence of many peers that one does and does not know / trust -Particular events can affect our self-esteem (break-ups, failing a test, etc.) | 32 | |
| 2006487138 | How do self-concepts change from childhood to adolescence? | More clear/definite to more ambiguous "I'm smart" vs "I'm only smart at math" | 33 | |
| 2006487139 | When do adolescents feel most and least like themselves? | MOST like themselves with their friends LEAST like themselves with their romantic partners | 34 | |
| 2007092068 | Biological, cognitive and social aspects of sexuality | Biological: increase in sex drive during early adolescence due to hormonal changes -Individuals become capable of reproducing at this time -Secondary sex characteristics develop → lead to sexual attraction Cognitive: sexual activity involves decision making and hypothetical thinking -Teens face the task of dealing with sexual desires and successfully + appropriately incorporating sex into social relationships Social: Sex is motivated by love and desire (especially for girls) for a serious emotional relationship; forming "adult" relationships -Sex can also be motivated by a desire to enhance one's status with peers | 35 | |
| 2007092069 | Teens' conceptions of sex and why it can cause psychological problems | We define sex how we want to define sex → unclear definition → NOT GOOD -How can we gather accurate data on the topic? What if teens lie? -How can we educate youth correctly if we don't even know how they are behaving? -Psychological consequences: "Everyone is having sex, except me" | 36 | |
| 2007133411 | Mental health outcomes of sexual activity during adolescence? | Earlier involvement (before age 16) in sex may be related to earlier involvement in "adult" activities in general (like drug experimentation) Sexual activity during adolescence is NOT associated w/ psychological disturbance -Similar levels of self-esteem and life satisfaction between adolescents -Studies show females who have sex w/o protection tend to have depressive symptoms | 37 | |
| 2007092070 | Boys vs. girls definitions and reporting of sex | Boys tend to have a broader definition; girls tend to have a more strict definition Boys tend to see sexual activity as more recreational than girls do Girls tend to underreport sexual involvement, boys tend to over-report | 38 | |
| 2007133412 | Are sexual relationships during adolescence atypical? | More adolescents are sexually active at an earlier age than several decades ago 2/3 of adolescents have had intercourse by the age of 18 Having sex during high school is now considered a societal norm in America | 39 | |
| 2007133413 | Prevalence of random hookups during adolescence? | Teens are LESS promiscuous than we assume "Random" hook-ups usually aren't random → usually occurs w/ an ex or someone they know | 40 | |
| 2007133414 | Positive sexual development factors | -Accepting one's changing body and feelings of sexual arousal -Understanding that sexual activity is voluntary -Practicing safe sex | 41 | |
| 2007133415 | Risk factors for early sexual engagement | -Growing up in single-parent households (less parental monitoring) and in poor neighborhoods -Low SES | 42 | |
| 2007133416 | Timing of sexual intercourse for different genders/ethnicities/etc. | Boys tend to experience sex for the first time at a younger age than girls Sexual activity begins earlier for Black males than it does for White males (Possibly b/c of the higher proportion of Black youth growing up in single-parent households and in poor neighborhoods) "Americanized" peers are more likely to engage in sex at an earlier age Ex.) Asian Americans, Americanized Latinos, etc. | 43 | |
| 2007133417 | Early RISKY sexual activity is associated with... | Permissive attitudes towards sex, experimentation w/ drugs/alcohol, low levels of religious involvement, lower interest in academic achievement Higher symptoms of depression for girls | 44 | |
| 2007133418 | Why don't educated teens practice safe sex? | Unplanned, lack of access, and/or lack of accurate knowledge about unsafe sex Immediate, social, positive reward > long-term consequences Short-term relationships are MORE likely to involve contraceptives than long-term ones | 45 | |
| 2007133419 | Risk and resilience among LGBT minority youth | Greater risk of suicidal thoughts, suicide attempts, victimizations by peers Intolerance, bullying, feeling like you don't belong (Bisexual youth are particularly at risk) Early personal identification (middle school or earlier) as LGBTQ → problematic outcomes at a higher rate than those who identify later (high school) | 46 | |
| 2007133420 | Positive and negative outcomes for LGBT youth in a religious community | Resiliency and positive outcomes: -Increased sense of self & acceptance of others; Social support from community -Incorporation of religious values (being a good person, focus on family, etc.) Religious community can also have negative outcomes: -Put social strain on relationships -Lead to higher depressive symptoms → the community needs to be SUPPORTIVE | 47 |
