Explain the expectancy-value model of school achievement, highlighting the contributions of both parents and adolescents, and give an example of each.
What will be an ideal response?
The ideal answer should include:
1. Parents' belief in the student's achievement changes parental behavior (e.g., parents who believe their child is good at a sport seek out opportunities for extra training for the child).
2. The child begins to believe that she or he has great potential (e.g., the child believes she or he has a talent for a particular sport).
3. The child then works harder or tries harder (e.g., the child makes extra efforts to practice the sport).
4. The child's behavior reinforces and strengthens parental beliefs, which starts the cycle again (e.g., the parents increase opportunities for the child to get extra training).
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The textbook identifies three ways in which the environment can contribute to differences in test scores. Which of the following is NOT one of them?
a. experience with test contents b. test-taking skills c. peer pressure d. stereotype threat
Research shows that heterogeneous groups are
A. better problem solvers than homogenous groups. B. worse problem solvers than homogenous groups. C. just as good at problem solving as homogenous groups. D. just as good at problem solving as homogenous groups, although they take longer.
John goes through fraternity rush. He initially picks two fraternities he likes, but at the end of the week, only one of the two wants him as a member, so he joins that fraternity. This is an example of
A) a person changing the situation. B) a situation choosing the person. C) a situation changing the person. D) different people reacting differently to the same situation.
Which of the following is not a likely explanation for the greater prevalence of depression in adolescent girls than in adolescent boys?
A) The fact that girls undergo different hormonal changes that cause emotional upheaval during puberty and boys don't B) The fact that girls are more likely to internalize stress than boys C) The fact that girls have more body-image issues than boys D) The fact that girls are more likely to be distressed by interpersonal difficulties than boys