Adolescent Development F12 Dr Dickson 1 How has the structure of schools ie grade grouping changed over US history 19th century primary school up to grade 8 only 10 went on to highschool 8 4 grouping early 20th century jr high 6 3 3 grouping now 5 3 3 most common 2 What is the relationship between school structure transitions and adjustment All transitions may have a slightly negative impact self esteem and GPA drop with every extra transition 3 What is a fixed versus malleable view of intelligence Fixed im dumb or im smart Malleable I can get smarter if I work at it 4 How do they relate to achievement Fixed are more likely to pick easier tasks that they know that they can succeed at malleable are more likely to pick slightly harder challenging tasks 5 How is the STAR Project an improvement over previous research into class size and achievement Random assignment made it experimental not correlational 6 What were the short term and long term findings of STAR Small class size caused higher test scores higher graduation rate Teacher quality improved with smaller class size 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 not well 50 of students in USA below adequate threshold 8 How does the US s pattern of spending on education differ from the other countries studied by the OECD Smaller proportion goes to k 12 and teacher salaries but US spends more per student 9 How does the US compare in terms of the percentage of students scoring at the highest and lowest levels of proficiency Average number of students scoring at highest well above average number of students scoring at lowest 10 Can dropping out be predicted Is it a sudden decision usually Yes no can be predicted w 90 accuracy using 9th grade age IQ SES and achievement test scores 75 accuracy with 3rd graders 11 What are intrinsic and extrinsic motivation Driven by internal needs vs driven by external factors 12 What are the 4 causes that Weiner says people attribute their success failure to in achievement situations Ability effort task difficulty good luck 13 What are the 3 dimensions of these causes Locus of control stability controllability 14 How do people tend to make attributions according to Weiner What effect do our attributions have To maintain positive self image attribute success to own efforts and abilities and failure to poor luck 15 What are Learning and Performance goals Recognize examples Adolescent Development F12 Dr Dickson Learning goals are concerned with personal improvement and mastery of material chance to learn and improve performance goals are concerned with documenting abilities in achievement situations 16 How do Learning and Performance goals relate to Fixed and Growth theories Fixed theory is the belief that your own intellectual ability is fixed and cannot be changed growth theory is the belief that your own intellectual ability is plastic and can be changed 17 How do achievement goals and implicit theories relate to differences in behavior in achievement settings Respond differently after failure increased effort concentration strategy use vs negative emotions curtailed efforts and doubting own ability 18 Why is it helpful according to C Dweck to encourage students to think of the brain as a muscle Can visualize brain forming new connections every time they learn something think of study skills as a way to help your brain learn better conveys that challenging activities are fun and mistakes help them learn 19 What is Jensen s 2 part argument concerning the cause of ethnic differences in school achievement Within group differences are due in part to genetic differences 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 Within group differences random assortment of seeds in a bag planted in one pot some will grow taller than others even though they are in the same environment MUST be due to genetic differences since environment is identical Between group differences random assortment of seeds from same bad planted in two different pots individual differences within pots but also differences between the two pots environments are different between the two pots there are no systematic genetic differences random assortment from one bag CANNOT be due to genetic differences seed is analogous to individual plant height is analogous to IQ difference between height of two plants is analogous to within group differences individual differences average differences in plant height between pots is analogous to between group differences 21 What is the relationship between parenting style and student achievement How does it differ between White Black and Asian families L Steinberg Authoritative parenting positively affects school performance White authoritative parents mean teen is more likely to belong to peer groups that encourage academic achievement school involvement this way parents have a direct and indirect effect on school performance Analogy Adolescent Development F12 Dr Dickson Black no relationship between parenting style and peer affiliation parents are less likely to be authoritative did not perform better on school measures with authoritative parents Asian very likely to belong to academically oriented peer group even when parents are not authoritative 22 What does peer choice have to do with 21 Effect of parenting practices is moderated by peer affiliation best school performance is when both peers and parents support achievement true of all ethnic groups but most prevalent in whites 23 What is homophily What does it have to do with delinquency Likelihood of an individual to associate with similar individuals to themselves strong association between individual delinquency and delinquent peers correlational data 24 What are the Social Learning theory and Control theory explanations for the strong association between delinquency and having delinquent peers Social learning theory delinquent friends model antisocial values and behaviors adolescent mimics and adopts those behaviors Control theories crime producing traits lead adolescent to seek out and be accepted into anti social peer networks 25 How can Scarr s Active rGE be applied to that phenomenon Individuals actively seek out and select environments that are compatible with