Study Guide for Exam 2
Chapter4. Self, identity, emotion, and personality
- SIB model: understand each process of information processing &
database (mental state) memory of past social experiences,
understanding of rules/expectations, emotional state (bias your system),
and social biases, prejudices, expectations
- What is self-understanding a persons’ cognitive representation of the self
- Self-esteem evaluative dimension of self… self-esteem is how much value
you place on yourself and it may reflect accurate perceptions of yourself
but it may not… self-esteem decreases in adolescence and then increases
in the 20’s… Female report lower self-esteem than makes across all ages
until late 70s-80s, narcissism selfishness or feeling that they deserve
privileges and special treatment
- Marcia’s identity formation model: what are the 4 statuses Identity
Achievement - experienced a crisis, underwent identity exploration, made a
commitment, Moratorium - in the midst of a crisis but commitment is
absent or vague~actively exploring alternatives, Identity Diffusion - neither
explore nor make commitments~socially isolated or withdrawn, Foreclosure
- commitment is made without exploring alternatives~based on parental
ideas and beliefs and accepted without question
- Emotion: What is related to adolescents’ emotions? moodiness is
relatively normal, unsure how to express feelings adequately, Hormones,
and Environmental factors
- Ethnic identity: what are the 4 types Ethnic Identity, Encompasses
elements of race, ethnicity, and culture… (ethnic awareness – ethnic
self-identification – ethnic attitudes – ethnic behaviors)
- Personality: big five model OCEAN: Openness, Conscientiousness,
Extraversion, Agreeableness, Neuroticism (emotional stability)
Chapter5: Gender
- Gender socialization (2 figures in the slides) a process by which
individuals develop, refine and learn to ‘do’ gender through internalizing
gender norms and roles as they interact with key agents of socialization,
such as family, social networks, and other social institutions
- Terms about gender Transgender (trans), genderqueer or non-binary,
agender
- Social cognitive theory of gender: how do people learn about gender in
social cognitive theory? gender development occurs through observation
and imitation/modeling of gender behavior and rewards/punishments
experienced for gender appropriate or inappropriate behavior
- Gender schema theory (BEM) we form our ideas (schemas) of what a
specific gender is supposed to be like based on our internal motivation to
conform to societal standards
- Bem’s sex-role inventory: which type is related to positive outcomes?
positive outcomes of being androgynous is linked to higher well-being,
lower stress, more flexibility; better mental health, better health practices
Chapter6: Sexuality
- Sex education in the US vs. Europe In Europe, sex education covers
sexual relationships, pleasure, orientation, and birth control methods. In
the US, sex education focuses on preventing or solving problems.
- Risk of teen birth increased risk for mother & child ~lower birth weight,
prematurity, neurological problems, childhood illness more likely
- Research about abstinence-only sex education (effect of abstinence-only
sex ed) Teenagers who received abstinence education did not delay sexual
activity any longer than those in a control group. When they became
sexually active they had the same number of partners and were as likely to
use condoms or other contraceptives as those who had not been
counselled.
- Stigmatization of LGBTQ+ youth causes them to wait to “come out” later,
until adulthood… also associated with development of problems with
violence, suicide, drug use, alcohol use, risky sex behavior, body image
issues, etc.
- Characteristics of adolescents’ sexual behavior Adolescence is the age
to explore and understand sexuality. Sexual curiosity in the adolescence
led to exposure to pornography, indulgence in sexual activities, and also
increases the vulnerability for sexual abuse.
- Sexual harassment & sexual assault affects people of all genders, is
generally not reported, often due to victim-blaming stigma and difficulties
in legal persecution, hostile sexual environments, where a person is
subjugated to persistent, unwelcome sexual conduct that threatens their
ability to perform in school or work, is a form of sexual harassment
Chapter7: Moral development, values, and religion
- Kohlberg theory: 6 stages, criticism Stage 6: Universal ethical principles; a
moral standard based on universal principles (justice, fairness, equality)
develops. Disobey laws that violate ethical principles (willing to be
punished). Criticism: too much emphasis on moral THOUGHT (what you
say/think) and not on MORAL BEHAVIOR (what you actually do when faced
with dilemma), Methodological Issues, Culture (to some not all), The role of
emotion, Biased in Gender.
- Teaching morality in school: value classification, moral atmosphere Value
Classification: Encourage students to clarify their own purpose in life and
determine what outcomes are worth working for. Moral Atmosphere: can
help students develop empathy, compassion, and tolerance. It can help
students develop independent thinking, which can lead to better decision
making.
- Moral feelings: empathy feeling empathy is reacting to another’s feelings
with an emotional response that is similar to that person’s feeling. Ages
10-12 develop empathy for people. Is linked to altruistic behavior (doing
things simply out of a desire to help). Adolescents’ empathetic behavior
varies considerably. Lack of empathy can contribute to antisocial
behaviors