Describe the characteristics both pros and cons of part-time work in adolescence. Be sure to discuss the hours and types of jobs at which adolescents work.
What will be an ideal response?
The typical part-time job for high-school seniors involves 16 to 20 hours per week, although nearly 10 percent work 30 hours or more. Many adolescents work in restaurants, retail stores, in offices, or as unskilled laborers. Overall, the weight of the evidence suggests that spending large amounts of time in paid labor has limited developmental benefits for youth, and for some, it is associated with risky behavior and costs to physical health. Tenth-graders who worked more than 14 hours a week suffered a drop in grades. Eleventh-graders were able, on average, to work up to 20 hours a week before their grades dropped. When adolescents spend more than 20 hours a week working, there is little time to study for tests and complete homework assignments. Compared to their nonworking counterparts, working adolescents felt less involved in school, were absent more, and said that they did not enjoy school as much. Adolescents who worked also spent less time with their families but just as much time with their peers. Adolescents who worked long hours were also more frequent users of alcohol and marijuana.
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____ works on the assumption that a person's attitude toward helping others might fare better if his or her behavior is not measured by a single test
a. Effort justification b. Behavioral aggregation c. Behavioral plasticity d. Attitude accessibility
The Rescorla-Wagner model has been very influential, but it does not explain ¬¬¬¬¬¬¬latent inhibition
Indicate whether the statement is true or false
Communication problems account for only about 10-20% of problems at work.
Answer the following statement true (T) or false (F)
After researchers film classroom interactions in grade schools, they often show the videotapes to the teachers. What is a typical reaction of one of the teachers viewing his or her own classroom behavior?
a) "I can't believe that I treated boys and girls so differently." b) "I don't see evidence that sex bias exists in my classroom." c) "I treat boys and girls differently because they respond differently in class." d) "I deliberately alter my teaching style depending on the number of boys and girls in the class."