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Homework answers / question archive / 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

Psychology

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?

    1. Authoritarian
    2. Authoritative
    3. Permissive
    4. Rejecting/Neglecting

 

 

 

  1. Research has shown that students who watch others behaving aggressively
    1. become more aggressive.
    2. become more passive.
    3. do not change their behaviour.
    4. tolerate less aggression among peers.

 

 

 

  1. Adults who were rejected as children tend to have
    1. fewer problems than adults whose childhoods were without caring adults.
    2. friends who are socially competent and mature, even though their childhoods were essentially friendless.
    3. higher self-esteem than adults who were socially competent as children.
    4. more problems than adults who had close friends when they were children.

 

 

 

 

  1. Erikson's notion of developmental crises can be defined as a
    1. concern with parental control and self-determination.
    2. conflict between a positive and an unhealthy alternative.
    3. conflict between physical growth and cognitive growth.
    4. puzzle that may assist a person's cognitive development.

 

 

  1. The way that children resolve the autonomy vs. shame and doubt crisis influences their later sense of
    1. attachment to the family.
    2. confidence in their own abilities.
    3. cooperation in groups.
    4. evaluation of new ideas.

 

 

  1. 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
    1. autonomy vs. doubt and shame.
    2. generativity vs. self-absorption.
    3. identity vs. role diffusion.
    4. industry vs. inferiority.

 

 

  1. Seventeen-year-old Carl has considered several career options and has developed a firm career goal. Carl is experiencing identity
    1. achievement.
    2. diffusion.
    3. foreclosure.
    4. moratorium.

 

 

 

  1. The difference between self-concept and self-esteem is that
    1. self-concept is an affective reaction while self-esteem is a cognitive structure.
    2. self-concept is a cognitive structure while self-esteem is an affective reaction.
    3. self-esteem is a general concept while self-concept is specific to a given situation.
    4. there is actually little or no difference between self-esteem and self-concept

 

 

 

  1. The development of children's self-concept evolves by means of
    1. constant self-evaluation in many different situations.
    2. contrasting themselves with their peers.
    3. differentiating between their skills and those of their peers.
    4. gauging the verbal reactions of significant others.

 

 

 

  1. The implication of the "Big Fish, Little Pond" idea is that
    1. children in "average" schools may feel better about their own abilities than those in "high- ability" schools.
    2. larger schools are likely to promote higher achievement than smaller schools.
    3. self-concept is lower when competition is weaker than when it is stronger.
    4. smaller schools offer limited opportunities for self-concept to develop.

 

 

 

 

 

 

 

 

 

 

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