Chapter 13

Question 1

SPPC

Answer 1

self-perception profile for children (measurement of self-esteem)

Question 2

5 domains of self-esteem measurement

Answer 2

• scholastic competence (how competent or smart child feels)
• athletic competence
• social acceptance (how popular/accepted they feel)
• behavioural conduct (how adequate child feels ab behaving the way one is supposed to)
• physical appearance

Question 3

Developmental changes in self-esteem (middle childhood)

Answer 3

• highest in preschoolers
• drops during elementary school years (start doing social comparisons)
• self-esteem becomes more differentiated (different across domains)
• academic self-esteem becomes well-defined (good idea of abilities)

Question 4

Sources of self-esteem

Answer 4

• parents who are nurturing and involved, set rules and discipline children, give well-timed and genuine praise
• social comparisons (esp. peers)
• high when viewed positively by others, low when viewed negatively

Question 5

Idiocentric people - self-esteem

Answer 5

• emphasizes independence
• focus less on support from others
• own goals more important than goals of others

Question 6

Allocentric people - self-esteem

Answer 6

• emphasizes interdependence
• self-esteem predicted by level of social support from best friends
• emphasize cooperation over own goals

Question 7

Consequences of low self-esteem

Answer 7

• problems with peers
• psychological disorders
• antisocial behaviour
• poor school performance

Question 8

Friendship in middle childhood

Answer 8

• voluntary relationship between 2 people who like each other
• by kindergarten most children claim to have a ‘best friend’
• friends usually alike in age, gender, and race
• children with only opposite sex friendships tend to be unpopular, less competent academically and socially, lower self-esteem, rejected by peers

Question 9

Purposes of peer-related prosocial activities

Answer 9

• provide prosocial context to support dev. of relationships
• sense of belonging
• focus on achievement and value/integrity of child’s self
• offer opportunities for learning and instruction

Question 10

Quality and consequences of friendships (having good friends)

Answer 10

• cooperation
• higher self-esteem
• ability to cope with stress
• prosocial behaviour
• less likely to be victimized by peers
• greater self-worth as young adults

Question 11

Popular children

Answer 11

• liked by many classmates
• smarter and physically attractive
• better at initiating social interactions w other children
• more skillful at communicating
• better at integrating themselves into ongoing convo or play session
• good at monitoring own social impact and tailoring responses

Question 12

Rejected children

Answer 12

• disliked by many classmates
• tend to be socially unskilled
• aggressive and attack peers without provocation
• poor self-control and disruptive behaviour
• often become angry and retaliate during conflicts

Question 13

Controversial, average, and neglected children

Answer 13

• controversial children both liked and disliked by classmates
• average children liked and disliked but not w same intensity as popular, rejected, or controversial children
• neglected children ignored by classmates

Question 14

Consequences of rejection

Answer 14

• poor academic performance
• lower self-esteem
• increased behavioural problems
• commit juvenile offences, and suffer from psychopathology

Question 15

Causes of rejection

Answer 15

• parental influence on social skills

- inconsistent punishment for misbehaviour associated w aggressive and antisocial behaviour, paving the way to rejection

Question 16

Social skills correlations

Answer 16

• positively correlated w popularity

- no correlation w rejection

Question 17

Prejudice

Answer 17

• highest during preschool (favor in-group; outgroup seen as homogenous and more negative)
• declines with age and increased interaction
• prejudice can be reduced by encouraging friendly interaction between children from different cultures

Question 18

Prosocial behaviour

Answer 18

• voluntary actions intended to benefit another person or group
• may have evolved from living in society
• dev. of prosocial behaviours important bc actions associated with: social and emotional competence, academic performance, dev. of cognitive competencies

Question 19

Altruism

Answer 19

• act to promote someone else’s welfare, even at risk or cost to ourselves
• related skills: perspective-taking, empathy
• situational influences: feeling responsibility for person, feeling competent to help, being in a good mood, cost of helping is modest, how child was raised

Question 20

Socializing prosocial behaviour

Answer 20

• parents model prosocial behaviour
• parents use dispositional praise when child helps
• helicopter parenting results in less empathy and prosocial interactions

Question 21

Instrumental aggression

Answer 21

aggression with a goal (means to an end)

Question 22

Reactive aggression

Answer 22

another’s behaviour leads to aggressive response

Question 23

Relational aggression

Answer 23

• damaging social relations (think mean girls)
• more common in adolescence
• often associated with girls

Question 24

Impact of aggression on children

Answer 24

• physical punishment increases aggression in children
• TV violence makes children more aggressive
• flawed information-processing associated w increased aggression
• aggressive children less likely to attend to signals of non-hostile motives

Question 25

Social information-processing mechanisms in children’s social adjustment (6 steps)

Answer 25

1. encoding of cues 2. interpretation of cues (attributions) 3. clarification of goals 4. response access and construction 5. response decision 6. behavioural enactment all mediated by memory store, acquired rules, social schemas and knowledge