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Concordia University EDUC 210 Module 3: 1)Which of the following parenting styles is characterized by highly controlling behaviour but low in worth and responsiveness? Authoritarian Authoritative Permissive Rejecting/Neglecting Research has shown that students who watch others behaving aggressively become more aggressive
Concordia University
EDUC 210
Module 3:
1)Which of the following parenting styles is characterized by highly controlling behaviour but low in worth and responsiveness?
-
- Authoritarian
- Authoritative
- Permissive
- Rejecting/Neglecting
- Research has shown that students who watch others behaving aggressively
- become more aggressive.
- become more passive.
- do not change their behaviour.
- tolerate less aggression among peers.
- Adults who were rejected as children tend to have
- fewer problems than adults whose childhoods were without caring adults.
- friends who are socially competent and mature, even though their childhoods were essentially friendless.
- higher self-esteem than adults who were socially competent as children.
- more problems than adults who had close friends when they were children.
- Erikson's notion of developmental crises can be defined as a
- concern with parental control and self-determination.
- conflict between a positive and an unhealthy alternative.
- conflict between physical growth and cognitive growth.
- puzzle that may assist a person's cognitive development.
- The way that children resolve the autonomy vs. shame and doubt crisis influences their later sense of
- attachment to the family.
- confidence in their own abilities.
- cooperation in groups.
- evaluation of new ideas.
- Francis is no longer satisfied with pretending he has a place of his own. He's in the third grade now and old enough to build a real playhouse. He sets to work with boards and cardboard, and takes great pleasure in the completed project. Francis is at the stage of
- autonomy vs. doubt and shame.
- generativity vs. self-absorption.
- identity vs. role diffusion.
- industry vs. inferiority.
- Seventeen-year-old Carl has considered several career options and has developed a firm career goal. Carl is experiencing identity
- achievement.
- diffusion.
- foreclosure.
- moratorium.
- The difference between self-concept and self-esteem is that
- self-concept is an affective reaction while self-esteem is a cognitive structure.
- self-concept is a cognitive structure while self-esteem is an affective reaction.
- self-esteem is a general concept while self-concept is specific to a given situation.
- there is actually little or no difference between self-esteem and self-concept.
- The development of children's self-concept evolves by means of
- constant self-evaluation in many different situations.
- contrasting themselves with their peers.
- differentiating between their skills and those of their peers.
- gauging the verbal reactions of significant others.
- The implication of the "Big Fish, Little Pond" idea is that
- children in "average" schools may feel better about their own abilities than those in "high- ability" schools.
- larger schools are likely to promote higher achievement than smaller schools.
- self-concept is lower when competition is weaker than when it is stronger.
- smaller schools offer limited opportunities for self-concept to develop.
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