Adolescent Development F10 Dr Dickson 1 How has the structure of schools ie grade grouping changed over US history Used to be 6 3 3 but they thought 7th graders were more like 6th than 8th and 9th graders Now most common in the US is the 5 3 4 structure 6 7 8 grades middle school 2 What is the relationship between school structure transitions and adjustment All transitions may have slightly negative impact and it is often worse in adolescence GPA declined with every transition Self esteem drops with every transition for girls Extra curricular participation decreased Introduced to larger classes more focus on competition ranking student s abilities impersonal 3 What is a fixed versus malleable view of intelligence Fixed I m dumb or I m smart Malleable I can get smarter if I work at it 4 How do they relate to achievement Fixed avoid challenging tasks because of risk of failure Choose already mastered tasks experienced most trouble at transition Malleable Look for challenging tasks see failure as a way to learn blame failures on lack of effort not lack of ability better adjustment with transition 5 How is the STAR Project an improvement over previous research into class size and achievement They used random assignment and different locations and over 6000 students per grade level There was random assignment of teachers AND students to a small class which makes the study experimental and not correlational This mean you CAN CONCLUDE THAT IV DIFFERENCES CAUSED DV DIFFERENCES 6 What were the short term and long term findings of STAR Short term standardized test scores were higher in small class sizes at each grade level and across all schools Long term 11 5 increase in HS grad rate overall not simply due to better academic performance attitude learning skills motivation pro social behavior 7 How do American students compare to those in other countries on standardized tests of math literacy science etc according to the OECD Don t memorize specific rankings the US student performance is steady but ranking is dropping 8 How does the US s pattern of spending on education differ from the other countries studied by the OECD US spends more But smaller proportion goes to teacher salaries Spends more per student but class size is above average Adolescent Development F10 Dr Dickson 9 How does the US compare in terms of the percentage of students scoring at the highest and lowest levels of proficiency Average of students scoring at highest proficiency levels Well above average of students scoring at lowest levels US is the only country with this pattern 10 Can dropping out be predicted Is it a sudden decision usually 11 What are intrinsic and extrinsic motivation Intrinsic motivation drive by internal needs happiness excitement personal satisfaction gained form learning and mastering material Extrinsic motivation driven by external factors rewards received for performing well or punishment received for performing poorly 12 What are the 4 causes that Weiner says people attribute their success failure to in achievement situations 1 ability or lack of 2 effort or lack of 3 task difficulty or easiness 4 good luck or bad 13 What are the 3 dimensions of these causes 1 locus of control internal to external ability effort are internal 2 stability stable to unstable ability task difficulty are stable 3 controllability controllable to uncontrollable effort is most controllable 14 How do people tend to make attributions according to Weiner What effect do our attributions have We interpret situations in such a way as to maintain a positive self image attribute success to own effort and abilities attribute failure to poor luck bad exam attributions will determine the amount of effort we will spend on that activity in the future if professor makes exams impossible and tricky you won t waste time studying 15 What are Learning and Performance goals Recognize examples Learning Goals concerned with personal improvement and mastery of material Achievement situations viewed as a chance to learn I like schoolwork best when I can do it perfectly without any mistakes Performance Goals concerned with documenting in achievement situations Motivated to win positive evaluations 16 How do Learning and Performance goals relate to Entity and Incremental theories Adolescent Development F10 Dr Dickson Entity Theory coincides with Performance Goals ability is FIXED You are smart or not smart Exams simply document reveal how smart you are Incremental Theory coincides with Learning Goals your intellectual ability can grow if you work at it Exams tell you how much you have learned what skills you have and what you need to work on 17 How do achievement goals and implicit theories relate to differences in behavior in achievement settings They respond differently after failure Learning goals mastery oriented handle failures with stride focus on achieving mastery despite present difficulty Performance goals helpless give up after failure because they feel there is nothing that you can do to help yourself 18 Why is it helpful according to C Dweck to encourage students to think of the brain as a muscle Muscles get bigger and stronger visualize the brain forming new connections every time they learn something 19 What is Jensen s 2 part argument concerning the cause of ethnic differences in school achievement With in group differences are due in part to genetic differences same pot identical environment so differences must be due to genetics Therefore between group differences can also be due to genetic differences 20 What part of his argument is false Explain Understand how Lewontin s seeds and pots analogy shows the flaw in Jensen s argument the second part of his argument is faulty because between group differences cannot be due to genetic differences because it was the same bag of seeds split up into two different pots no systematic genetic differences 21 What did L Steinberg find about the differences between White Black and Asian students and beliefs about the value of education Asian American adolescents believe it is unlikely that a good job will follow a poor education African Americans are more optimistic about their success even if they don t receive a good education 22 What is the relationship between parenting style and student achievement How does it differ between White Black and Asian families L Steinberg White parents are authoritative white adolescents are more likely to benefit from this type of parenting African and