What are the outcomes for adolescents as they advance in moral reasoning? What is the relationship between adolescents who show low levels of moral reasoning and delinquency?
What will be an ideal response?
With advances in moral reasoning, adolescents often begin to coordinate moral, conventional, and personal concepts and are more likely to act in ways that are in line with their beliefs. For example, adolescents who demonstrate higher levels of moral reasoning are more likely to share with and help others and are less likely to engage in antisocial behaviors such as cheating, aggression, or delinquency. Although adolescents who show low levels of moral reasoning are thought to be at greater risk for delinquency, findings are mixed in this area. Some studies find that low levels of reasoning predict delinquency, and others show no relationship. Perhaps the degree to which moral reasoning is associated with behavior varies with whether adolescents perceive the behavior, as an issue regarding morality, social convention, or personal choice. Adolescents, particularly early adolescents, tend to overwhelmingly label behaviors as personal issues. Adolescents' moral development influences behaviors they label as moral decisions but not those viewed as social conventions or personal issues. Adolescents who engage in delinquency are more likely than other adolescents to view delinquent behaviors as issues of social convention or personal choice rather than moral issues, suggesting that their level of moral maturity is not an influence on their delinquent behavior because they do not label the behavior as entailing a moral decision. A variety of factors influence the development of moral reasoning and how adolescents view and behave in their world.
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Joe is a bilingual elementary school student. Relative to his monolingual peers, Joe is likely to excel on tasks requiring
a. working memory. b. processing speed. c. social intelligence. d. vocabulary.
Compared to women, men are more likely to:
A. have borderline personality disorder. B. commit suicide. C. suffer from clinical depression. D. have eating disorders.
Which of the following is an example of a sociocultural factor that contributes to the superior mathematical skill development of Japanese and Chinese children?
a. Japanese and Chinese parents expect their schools to do a better job and put pressure on educators to improve the quality of education. b. Japanese and Chinese parents emphasize natural ability over effort. c. Japanese and Chinese children have a genetically superior capacity for mathematical problem solving. d. Japanese and Chinese children have more fun studying for mathematics.
A(n) ________ refers to anxiety over fulfilling societal expectations of lower performance felt by a particular group of people
Fill in the blank with correct word.