Chapter 04 The Self, Identity, Emotion, and Personality

Chapter 04
The Self, Identity, Emotion, and Personality

1. The individual's cognitive representation of the self, the substance and content of self-conceptions is called
A. self-evaluation.
B. self-understanding.
C. self-esteem.
D. None of these choices are correct.
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APA: 1.1 Describe key concepts, principles, and overarching themes in psychology
Bloom's Taxonomy: Remember
Difficulty: Basic
Learning Goal: 1
2. Ben knows that he is a baseball player, a member of his church, an older brother, and a fan of jazz music. This describes
Ben's
A. personality.
B. self-concept.
C. self-understanding.
D. self-assessment.
APA: 1.3 Describe applications of psychology
Bloom's Taxonomy: Apply
Difficulty: Moderate
Learning Goal: 1
3. Which of the following statements regarding adolescent self-understanding is TRUE?

A. Over time, an adolescent's self-understanding becomes more differentiated.
B. Adolescents understand that they possess different selves depending on the specific role or context.
C. The self fluctuates across situations and time.
D. All of these choices are correct.
APA: 1.2 Develop a working knowledge of psychology’s content domains
Bloom's Taxonomy: Analyze
Learning Goal: 1
4. Sari goes through many different emotions in one day. One minute she is laughing with her friends, and later she is edgy
and snapping at her sister. Sari's fluctuating self has been called the
A. barometric self.
B. bipolar self.
C. pendulum self.
D. unstable self.
Difficulty: Basic
Learning Goal: 1
5. Carl Rogers argued that a strong discrepancy between the real self and the ideal self is a sign of
A. maturity.
B. cognitive dissonance.
C. maladjustment.
D. emerging adulthood.
Learning Goal: 1
6. Crystal wants to be an honor student, a member of the softball team, and a student intern. In reality, she is a B-/C+
student, did not make the softball team, and was placed in a career exploration course rather than an internship. Rogers
would say that this discrepancy between Crystal's actual and ideal selves can produce
A. a sense of failure.
B. depression.
C. self-criticism.
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Learning Goal: 1
7. Which of the following statements regarding possible selves is NOT true?

A. Possible selves include what individuals would like to become.
B. Possible selves include what individuals are afraid of becoming.
C. Possible selves that have a negative aspect are unhealthy and should be avoided.
D. Aspects of the future negative self can identify behaviors to be avoided.
Learning Goal: 1
8. Troy, age 16, is LEAST likely to show his false self to

A. his best friend.
B. his classmate.
C. his girlfriend.
D. his coach.
Difficulty: Basic
Learning Goal: 1
9. Most adolescents view social comparisons as

A. socially acceptable.
B. socially undesirable.
C. necessary to be popular.
D. normative.
Learning Goal: 1
10. The "social mirror" for adolescents is

A. friends.
B. parents.
C. siblings.
D. classmates.
Learning Goal: 1
11. In an effort to protect the self, adolescents tend to

A. deny their negative characteristics.
B. see positive self-descriptions as central aspects of the self.
C. see negative self-descriptions as peripheral or less important aspects of the self.
Learning Goal: 1
12. What differences exist between the self-understanding of adolescents and that of emerging adults?
A. In adolescence, self-understanding becomes more realistic.
B. In emerging adulthood, self-understanding becomes more integrated.
C. In emerging adulthood, self-understanding becomes more fragmented and diverse.
D. In emerging adulthood, self-understanding becomes less self reflective.
Bloom's Taxonomy: Understand
Difficulty: Difficult
Learning Goal: 1
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13. Researcher Labouvie-Vief asserts that the development of a coherent, integrated worldview does not happen until which
ages?
A. 18-25
B. 20-29
C. 30-39
D. 40-49
Learning Goal: 1
14. What happens if youth from different ethnic backgrounds are unable to effectively navigate among their different
worlds?
A. They develop bicultural selves.
B. They develop multicultural selves.
C. They become culture brokers for others.
D. They can experience alienation from family, peers, and school.
APA: 3.3 Adopt values that build community at local, national, and global levels
Bloom's Taxonomy: Create
Learning Goal: 1
15. Melody moved to the United States from the Philippines with her family. Although she has encountered some barriers
related to language and racism, she also has made some close friends and, in general, moves easily between the two cultures.
Which of the following is Melody LEAST likely to develop?
A. alienation from family
B. abilities as a culture broker for others
C. a bicultural self
D. None of these choices are correct
Learning Goal: 1
16. Markus and colleagues argue that

A. in Japanese culture, individuality is promoted and maintained.
B. in North American cultures, relatedness to others is stressed.
C. all selves are culture-specific.
Learning Goal: 1
17. The global evaluative dimension of self is known as

A. self-efficacy.
B. self-esteem.
C. locus of control.
D. self-concept.
Difficulty: Basic
Learning Goal: 1
18. Domain-specific evaluation of the self is referred to as

A. self-efficacy.
B. self-worth.
C. self-image.
D. self-concept.
Difficulty: Basic
Learning Goal: 1
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19. What differences exist between Susan Harter's self-perception measures for children and adolescents?
A. Children are assessed on close friendships, but adolescents are not.
B. Adolescents are assessed on athletic competence, but children are not.
C. Adolescents are assessed on close friendships, but children are not.
D. Children are assessed for physical appearance, but adolescents are not.
Learning Goal: 1
20. To construct the MOST accurate picture of adolescents' self-esteem, one should look at
A. self-reports.
B. behavioral observations.
C. reports or ratings from peers and parents.
Learning Goal: 1
21. Which of the following statements regarding self-esteem is TRUE?

A. People with high self-esteem are accurate in their self-perceptions.
B. Self-esteem reflects perceptions that do not always match reality.
C. Low self-esteem may be seen as grandiose behavior.
Learning Goal: 1
22. Which of the following statements describes narcissists?

A. They show a great deal of empathy for others.
B. They are keenly aware of how others perceive them.
C. They are excessively modest and shy.
D. They are excessively self-centered.
Learning Goal: 1
23. Which of the following terms describes a person who has an exaggerated sense of self-importance and who requires
almost constant admiration?
A. borderline
B. avoidant
C. narcissistic
D. antisocial
Learning Goal: 1
24. Research has shown that narcissism combined with high self-esteem is related to
A. major depression.
B. high aggression.
C. eating disorders.
D. truancy.
APA: 2.4 Interpret, design, and conduct basic psychological research
Learning Goal: 1
25. Research on trends in narcissism from 1980 to 2007 showed

A. no increase in narcissism among high-school and college students.
B. a significant increase in narcissism among high-school and college students.
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C. a slight decrease in narcissism among high-school and college students.
Learning Goal: 1
26. Which of the following factors is related to self-esteem?

A. age
B. gender
C. social support
D. All of these choices are correct
Difficulty: Basic
Learning Goal: 1
27. Don is a 24-year-old married teacher. His sister, Diane, age 20, is a single college student. Their cousin, Jude, age 23, is
a single man who just lost his job as a bartender. Which of these young adults is likely to have the HIGHEST self-esteem?
A. Don
B. Jude
C. Diane
D. All of them will have about equal self-esteem
Learning Goal: 1
28. Research indicates that self-esteem issues among females in emerging adulthood may be due to
A. movies and television
B. negative body image.
C. conflict with parents.
D. conflict with peers.
Learning Goal: 1
29. Nick's parents told him that he did a "good job" for everything, even when his performance was mediocre or poor. Nick's
college sociology teacher gave him a C+ on a paper and included constructive criticism on his writing and critical thinking
skills. According to research, Nick will
A. be unhappy with his grade but appreciative of the feedback on his work.
B. understand that he did not do his best work on this paper.
C. have difficulty handling criticism.
D. be angry with his parents for not preparing him for the real world.
Learning Goal: 1
30. What is the most likely impact of inflated self-esteem as a result of empty praise during childhood?
A. Giving up when faced with a difficult situation.
B. Difficulty with authority figures.
C. Mental health problems as an adult
D. Lower life satisfaction.
Learning Goal: 1
31. Which of the following statements regarding high self-esteem and school performance is TRUE?
A. High self-esteem produces better school performance.
B. High self-esteem adolescents have less initiative than low self-esteem adolescents.
C. High self-esteem adolescents are rarely prone to antisocial actions.
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D. School performance and self-esteem are only moderately correlated.
Learning Goal: 1
32. The most powerful contributor to global self-esteem in adolescence is

A. physical appearance.
B. academic achievement.
C. popularity with peers.
D. athletic achievement.
Learning Goal: 1
33. How effective are family cohesiveness and family communication at increasing adolescent self-esteem?
A. quite effective; families that are close and have good communication tend to have adolescents with high self-esteem.
B. not very effective; adolescent don't like to spend too much time with their families.
C. effective in girls but not very effective in boys.
D. effective in boys but not very effective in girls.
Bloom's Taxonomy: Evaluation
Learning Goal: 1
34. Tyler is in the sixth grade and attends an elementary school. His brother, Jake, is in the seventh grade and is in his first
year of junior high school. Research on self-esteem in adolescents would indicate who has higher self-esteem?
A. Jake.
B. Tyler.
C. Self-esteem is probably about the same, as the brothers are close in age.
D. We cannot make any inferences about self-esteem based on grade in school.
Learning Goal: 1
35. Low self-esteem in adolescents and emerging adults has been shown to be a factor in
A. depression.
B. anorexia nervosa.
C. delinquency.
Learning Goal: 1
36. Which of the following is NOT one of the outcomes associated with self-regulation?
A. Conscientiousness
B. Longevity
C. Higher academic achievement
D. High self-esteem
Learning Goal: 1
37. Which cognitive change(s) during adolescence has been proposed for the improvement in self-regulation?
A. Development of the prefrontal cortex
B. Maturing in decision-making
C. Improved executive functions
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Learning Goal: 1
38. Research has shown that effortful control is related to

A. Number of years in formal education
B. High self-esteem
C. Openness to experiences
D. Decreased levels of anxiety
Learning Goal: 1
39. Which of the following is NOT one of the ways that the text lists as means to improve the self-esteem of adolescents and
emerging adults?
A. Let adolescents and emerging adults cope with the causes of their low self-esteem on their own.
B. Identify causes of low self-esteem.
C. Foster achievement.
D. The text recommends none of these.
Learning Goal: 1
40. It is extremely important to Sean, age 19, to make the Dean's List in college. His twin brother, Seamus, is more focused
on being chosen for the rugby team. According to Susan Harter, Sean and Seamus have each identified their
A. vulnerable area for self-esteem.
B. domain important to the self.
C. domain important to their parents.
D. domain important for social approval.
Learning Goal: 1
41. Programs such as Big Brothers and Big Sisters provide _____ for adolescents.
A. academic tutoring
B. supervision and monitoring of behavior
C. social and emotional support
D. Both C and D
Learning Goal: 1
42. Cassie's soccer coach helps her to cope with her conflicting emotions about her parents' impending divorce. The coach
listens to Cassie and has allowed her to come up with her own plan to face this problem. As a result of this support for her
coping skills, Cassie is likely to experience
A. anger towards her parents.
B. increased self-esteem.
C. increased interest in soccer.
Learning Goal: 1
43. Erikson believed that _____ was the central issue for adolescents.
A. intimacy
B. autonomy
C. generativity
D. identity
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Difficulty: Basic
Learning Goal: 2
44. Erikson called the gap between the security of childhood and adult autonomy
A. a psychosocial moratorium.
B. an identity crisis.
C. an identity-diffused period.
D. a psychological time-out.
Difficulty: Basic
Learning Goal: 2
45. Trisha's parents are concerned that at age 15, she seems to be unsure of what she wants to pursue for a career. Last month
she was interested in nursing and now she is looking into social work. Trisha's parents should know that her behavior is
A. immature and not typical for girls her age.
B. typical for adolescents of her age.
C. a cause for some concern; she should have had her college major decided by now.
D. a sign of instability.
Learning Goal: 2
46. Two core ingredients in Erikson's theory of identity development are _____ and role experimentation.
A. rebellion
B. academic success
C. personality experimentation
Learning Goal: 2
47. Jodie, age 16, refuses to take a summer job working at her father's grocery store and instead decides to volunteer at a
camp for disabled children. She says she would feel "useless" bagging groceries. Erikson would say that Jodie's choice
reflects
A. her desire to be true to her own identity.
B. her desire to be independent from her father.
C. her basic laziness.
D. her desire to be praised by the community for her selflessness.
Learning Goal: 2
48. According to Erikson, which of the following factors is a component of identity?

A. spiritual beliefs
B. career path
C. how intensely a person identifies with his or her cultural heritage
Learning Goal: 2
49. Jean tells you that she loves to go to garage sales and flea markets on weekends. She has described her
A. intellectual identity.
B. ethnic identity.
C. interest identity.
D. personality.
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Learning Goal: 2
50. Contemporary views on identity development suggest that

A. it is a shorter process than Erikson implied.
B. it is a much simpler process than Erikson implied.
C. it begins in emerging adulthood rather than adolescence.
D. it evolves over the course of the life cycle.
Learning Goal: 2
51. Ruth, age 35, has decided to enter a convent after years of being a successful paralegal. She tells her family and friends
that she has given this decision a great deal of thought and that she is open to this new experience. Contemporary theorists of
identity development would say that Ruth
A. is experiencing a mid-life crisis.
B. has reorganized her identity.
C. should not make any major life changes until she is 40.
D. should become a lawyer to strengthen her career identity.
Learning Goal: 2
52. William Damon, author of The Path to Purpose, is concerned that too many of today's youth are
A. not moving towards any identity resolution.
B. without a sense of direction.
C. developing maladaptive habits.
Learning Goal: 2
53. Adam, age 28, is still "chipping away" at courses in graduate school. He works part-time as a van driver and freely
admits that he doesn't know what kind of work he wants to do once he finishes his degree. William Damon, author of The
Path to Purpose, would say that Adam
A. needs to figure out his life choices on his own.
B. is missing a sense of purpose that gives meaning and direction to his life.
C. probably was a spoiled and pampered child who now clearly lacks social interest.
Learning Goal: 2
54. James Marcia uses the terms _____ and _____ to classify individuals according to four identity statuses.
A. crisis; determination
B. crisis; commitment
C. challenge; crisis
D. exploration; selection
Learning Goal: 2
55. James Marcia refers to a period of identity development during which an adolescent is choosing among meaningful
alternatives a
A. crisis.
B. commitment.
C. choice.
D. challenge.
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Difficulty: Basic
Learning Goal: 2
56. James Marcia uses the term _____ to mean a personal investment in what an individual is going to do.
A. choice
B. commitment
C. buy-in
D. selection
Difficulty: Basic
Learning Goal: 2
57. Tony has very little interest in choosing a career path. James Marcia would say that Tony's identity status is
A. identity moratorium.
B. identity foreclosure.
C. identity achievement.
D. identity diffusion.
Learning Goal: 2
58. Myra's parents have always told her that she will be an engineer like her grandfather. Myra never even considered any
other career and she is now enrolled in a pre-engineering program at a community college. James Marcia would classify
Myra in which identity status?
A. identity achievement
B. identity moratorium
C. identity diffusion
D. identity foreclosure
Learning Goal: 2
59. The term for the status in which adolescents have made a commitment but have not experienced an identity crisis is
A. identity foreclosure.
B. identity diffusion.
C. identity moratorium.
D. identity achievement.
Difficulty: Basic
Learning Goal: 2
60. Bob has explored a number of career paths in his senior year of high school and he has decided that he wants to pursue a
career as a forensic psychologist. James Marcia would classify Bob in which identity status?
A. identity foreclosure
B. identity diffusion
C. identity moratorium
D. identity achievement
Learning Goal: 2
61. Stacy has explored a number of careers that involve helping other people but she has not yet made a commitment to an
identity. According to James Marcia, Stacy is in which identity status?
A. identity moratorium
B. identity diffusion
C. identity foreclosure
D. identity achievement
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Learning Goal: 2
62. A revisionist view of Marcia's concepts has proposed that effective identity development involves
A. gathering information and talking to others about current commitments.
B. evaluating identity commitments on a continuing basis.
C. identification with commitment.
Learning Goal: 2
63. Tracy is fairly sure that she wants to pursue a career in nursing. She attends a nursing career fair, interviews two family
members who are nurses, and researches the different jobs that nurses can do. Tracy is in the _____ stage of identity
development.
A. fact-gathering
B. exploration in depth
C. identification with commitment
D. survey
Learning Goal: 2
64. What has been found to be a turning point in developing identity in late adolescence and emerging adulthood?
A. relationships
B. autonomy
C. mortality events
Learning Goal: 2
65. Marcia identified at least three aspects of young adolescent development that are important to identity formation. They
are an established sense of industry, a self-reflective stance towards the future, and
A. confidence in parental support.
B. academic success.
C. positive peer relationships.
D. good health.
Learning Goal: 2
66. Which of the following statements regarding identity in adolescents and young adults is NOT true?
A. Developmental changes in adolescence are especially true of vocational choice.
B. Fewer college students reach identity achieved status with respect to religious and political beliefs than vocational
choices.
C. Most young adolescents are identity foreclosed.
D. The timing of identity development may depend on the specific dimensions involved.
Learning Goal: 2
67. What is the best explanation as to why college attendance is associated with positive changes in identity development?
A. Exposure to diverse experiences
B. Rebelliousness from parents
C. Separation from parents beliefs and values
D. Increased feelings of responsibility.
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Learning Goal: 2
68. College produces key changes in identity, due to a wide range of new experiences and
A. increased social skills.
B. increased complexity in reasoning skills.
C. increased autonomy.
Difficulty: Basic
Learning Goal: 2
69. James Cote argues that a positive identity in emerging adulthood requires
A. self-discipline.
B. financial security.
C. autonomy.
D. job stability.
Difficulty: Basic
Learning Goal: 2
70. The process of refining and enhancing the identity choices made in emerging adulthood is known as
A. identity clarification.
B. identity solidification.
C. identity consolidation.
D. identity certainty.
Difficulty: Basic
Learning Goal: 2
71. A common pattern of individuals who develop positive identities is called the
A. MAMA cycle.
B. PAPA cycle.
C. MAPA cycle.
D. PAMA cycle.
Learning Goal: 2
72. Which of the following parenting styles has been associated with fostering identity achievement?
A. autocratic
B. democratic
C. permissive
Learning Goal: 2
73. Ross has parents who provide him with little guidance and who allow him to make his own decisions. Ross is likely to be
A. identity achieved.
B. identity foreclosed.
C. identity diffused.
D. identity confused.
Learning Goal: 2
74. What is the main finding of Cooper's research on the role of families in adolescents' identity formation?
A. Identity formation is enhanced by individuality and connectedness.
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B. Identity formation is blocked by enmeshment and poor communication.
C. Identity formation is enhanced by diffuse family boundaries and good social skills.
D. Identity formation is halted by individuality and controlling parents.
Learning Goal: 2
75. Which of the following statements regarding ethnic identity is NOT true?
A. Adolescents and emerging adults from ethnic minority groups have to choose between two or more sources of identity.
B. Most adolescents resolve their ethnic identity dilemma by rejecting their own ethnic group.
C. Many adolescents resolve their ethnic dilemma by developing a bicultural identity.
D. Most adolescents resolve their ethnic identity dilemma by identifying in some way with the majority
culture.
Learning Goal: 2
76. Carroll and Gloria are first-generation immigrants from Poland. The degree to which they begin to feel "American" may
be related to
A. securing jobs in the United States.
B. learning to adapt to American food.
C. buying a home.
D. whether or not they develop social networks beyond their ethnic group.
Learning Goal: 2
77. Lito and Jose are second-generation immigrants from Argentina. Their ethnic identity is likely to be linked to
A. retention of their native language.
B. whether or not they are close to their parents.
C. the presence of extended family in the home.
Learning Goal: 2
78. Researchers have found that

A. ethnic identity decreases with age.
B. ethnic identity increases with age.
C. higher levels of ethnic identity are linked to negative attitudes towards members of other ethnic groups.
Learning Goal: 2
79. Which of the following statements regarding ethnic identity is NOT true?
A. Positive ethnic identity is linked to lower school engagement.
B. Positive ethnic identity is linked to lower levels of aggression.
C. Positive ethnic identity for Navajo adolescents is linked to higher social functioning.
Learning Goal: 2
80. Low socioeconomic status (SES) urban settings may expose adolescents to
A. drugs.
B. gangs.
C. criminal activities.
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Difficulty: Basic
Learning Goal: 2
81. Research by Heath and McLaughlin show that an important aspect of the social context, increases the likelihood that they
will develop a positive ethnic identity is
A. religious schools.
B. youth organizations.
C. inner-city basketball teams.
D. health education programs.
Learning Goal: 2
82. Carlos, age 23, is expected to live at home with his family until marriage. His parents emphasize family loyalty and
interdependence. Carlos feels a conflict because he sees that the non Latino White culture, with which he also identifies,
values
A. loyalty to the dominant culture only.
B. rejection of ethnic norms and traditions.
C. social isolation.
D. independence and self-assertion.
Learning Goal: 2
83. Which of the following statements about gender and identity in the twenty-first century is TRUE?
A. Vocational concerns are more central to male identity.
B. Affiliation concerns are more central to female identity.
C. Males are more oriented to ideological commitments.
D. Gender differences have begun to disappear.
Learning Goal: 2
84. Erikson argued that _____ must be established before adolescents can develop intimacy.
A. autonomy
B. generativity
C. identity
D. ego integrity
Difficulty: Basic
Learning Goal: 2
85. A feeling that occurs when a person is in a state or an interaction that is important to well-being is called
A. emotion.
B. affect.
C. cognition.
Difficulty: Basic
Learning Goal: 3
86. During which stage do emotional highs and lows occur most frequently?
A. early adolescence
B. middle adolescence
C. late adolescence
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D. emerging adulthood
Learning Goal: 3
87. Christopher's mother tells her friend that she does not understand why he is so moody and changeable. Christopher is
most likely in
A. late adolescence.
B. middle adolescence.
C. emerging adulthood.
D. early adolescence.
Learning Goal: 3
88. Which of the following statements regarding hormones and emotions is TRUE?
A. Hormonal influences are largely responsible for negative emotions that occur in puberty.
B. Hormonal changes and environment are about equal in accounting for negative emotions that occur in puberty.
C. Hormonal factors are strongly associated with positive emotions.
D. Environmental experiences may contribute more to emotions of adolescents than hormonal changes.
Learning Goal: 3
89. Janeece is aware of her emotions and can cover up negative emotions in social situations. Research has shown that
Janeece may be LESS competent at
A. managing her emotions.
B. coping with her emotions.
C. communicating her emotions.
Learning Goal: 3
90. Poor emotional regulation can lead to problems with

A. eating disorders.
B. drug use.
C. delinquency.
Learning Goal: 3
91. Emotional competence includes all of the following skills EXCEPT

A. awareness of emotional expression's role in relationships.
B. adequately coping with positive emotions by using strategies to moderate their intensity.
C. being aware of one's emotional state.
D. not being overwhelmed by one's emotional state.
Learning Goal: 3
92. Jim is really angry with his friend for not returning a sports jacket that he borrowed. However, Jim puts on his favorite
CD and distracts himself from his negative emotion. Jim clearly has some
A. emotional competence.
B. self-control.
C. irresponsible friends.
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Learning Goal: 3
93. Gayle seems sad and withdrawn. When her friend asks her if she is sad, Gayle replies, "No; I am more hurt than sad that
my so-called friends didn't invite me to their barbeque." Gayle has the emotional competence skill of
A. using strategies to reduce the intensity of her emotions.
B. being aware of her emotional state.
C. recognizing that she should not display negative emotions because her friends can see them.
Learning Goal: 3
94. The _____ is the central aspect of the personality.

A. temperament
B. cardinal trait
C. self
D. ego
Difficulty: Basic
Learning Goal: 4
95. Breanna has been described as having liberal values, being appreciative of art and beauty having a vivid imagination, and
interested in variety. According to the Big 5 theory of personality, she most likely would be rated high on the trait of
A. Agreeableness
B. Openness
C. Conscientiousness
D. Extraversion
Learning Goal: 4
96. Joanna is a social person. She enjoys hanging out with friends and always being on the go. She is fun-loving and
affectionate. According to the Big 5 theory of personality, she most likely would be rated high on the trait of
A. Agreeableness
B. Openness
C. Conscientiousness
D. Extraversion
Difficulty: Basic
Learning Goal: 4
97. Which of the following statements regarding the Big 5 personality traits and aspects of one’s life is TRUE?
A. People rated high in agreeableness were more likely to be drug dependent.
B. People rated high in extraversion were more likely to have a positive sense of well-being in the future.
C. People rated high in conscientiousness were more likely to be altruistic.
D. People rated high in neuroticism were more likely to have successful peer relationships.
Learning Goal: 4
98. Which one of the following is NOT associated with developmental changes in the Big 5 personality traits during
adolescence?
A. Decreases in conscientiousness during early adolescence.
B. Increases in conscientiousness during late adolescence.
C. Decreases in extraversion during early adolescence.
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D. Increases in extraversion during late adolescence.
Learning Goal: 4
99. Which of the following factors is NOT one of the Big Five factors of personality?
A. extraversion
B. emotional stability
C. agreeableness
D. introversion
Difficulty: Basic
Learning Goal: 4
100. The BEST predictor of adjustment and competence in adolescents is

A. extraversion.
B. the emergence of conscientiousness.
C. agreeableness.
D. openness to experience.
Learning Goal: 4
101. Walter Mischel argued that personality

A. changes very little after early adulthood.
B. is mainly a product of innate biological traits.
C. changes most in middle age.
D. varies according to the situation.
Learning Goal: 4
102. Psychologists who believe that both traits and situations need to be considered in understanding personality are known
as
A. behaviorists.
B. interventionists.
C. interactionists.
D. existentialists.
Difficulty: Basic
Learning Goal: 4
103. An individual's behavioral style and characteristic way of responding is known as the person's
A. personality.
B. trait patterns.
C. temperament.
D. emotional stability.
Difficulty: Basic
Learning Goal: 4
104. Which of the following statements about temperament is NOT true?

A. Temperament forms the foundation of personality.
B. Temperament evolves through interaction with the environment.
C. The link between temperament and personality is supported by research.
D. Negative emotionality is related to conscientiousness.
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Learning Goal: 4
105. Chess and Thomas concluded that there are _____ basic types or clusters of temperament.
A. three
B. four
C. five
D. six
Difficulty: Basic
Learning Goal: 4
106. Which of the following is NOT one of the basic temperament types identified by Chess and Thomas?
A. easy
B. angry
C. difficult
D. slow-to-warm-up
Learning Goal: 4
107. Parker reacts negatively to many situations and is slow to accept new experiences. Parker could be classified as a(n)
_____ child.
A. difficult
B. easy
C. unattached
D. slow-to-warm-up
Learning Goal: 4
108. The new classification of temperament includes all of the following EXCEPT
A. negative affectivity.
B. positive affect and approach.
C. effortful control.
D. discontinuity.
Learning Goal: 4
109. Children who fret and cry often would be classified as having a temperament with
A. negative affectivity.
B. effortful control.
C. anger and hostility.
D. low tolerance for frustration.
Learning Goal: 4
110. Jasmine, age 16, becomes upset easily and often appears to be unable to control her arousal. In the newer classification
of temperament, Jasmine would be seen as being low in
A. positive affect.
B. effortful control.
C. frustration tolerance.
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Learning Goal: 4
111. Tammy, age 17, was classified as an infant with as easy temperament. From the longitudinal research that was done on
the relationship between temperament in childhood and adjustment in adolescence and adulthood, we might expect that
A. Tammy has a positive relationship with her parents.
B. Tammy is more likely than children with other temperaments to be a well-adjusted adolescent.
C. Tammy's family environment is cohesive.
Learning Goal: 4
112. Dan, age 17, was classified as an infant with a difficult temperament. From the longitudinal research that was done on
the relationship between temperament in childhood and adjustment in adolescence, we might expect that Dan
A. probably grew out of this temperament by puberty.
B. is probably still having some problems relating to his childhood temperament, but they will be gone within the next year
or two.
C. is probably not a well-adjusted young man.
Learning Goal: 4
113. Research suggests that, compared to uninhibited children, individuals classified with inhibition in childhood are
A. more likely to experience social support in adolescence.
B. less likely to experience social support in adolescence.
C. more likely to be assertive as adolescents.
D. more likely to enter a stable job tract early.
Learning Goal: 4
114. Patrick, age three, seems to have good control of his emotions and handles most situations with ease. Research shows
that as an adult, Patrick will most likely
A. have difficulty being assertive.
B. handle his emotions effectively.
C. be naïve and easily duped.
D. We cannot predict how adults will be based on their behavior at age three.
Learning Goal: 4
115. The match between an individual's temperament and the demands of the individual's environment is called
A. congruence.
B. lock-and-key effect.
C. optimum environment.
D. goodness of fit.
Difficulty: Basic
Learning Goal: 4
116. Describe self-understanding, and list at least three ways adolescents are different from children in their self-
understanding.
Self-understanding is the individual's cognitive representation of the self. Adolescents and children differ in several ways in
which they describe themselves. First, adolescents are more likely than children to use abstract and idealistic terms. Most
adolescents distinguish between the real self and the ideal self. Second, over time adolescents' self-understanding becomes
more differentiated. Adolescents are more likely than children to note contextual or situational variables in describing
themselves. Adolescents are more likely than children to have a self that is characterized by fluctuation and instability. As
adolescents begin to differentiate their concept of the self into multiple roles in different relationship contexts, they sense
4-19
potential contradictions between the differentiated selves. Children are less likely to see these differences. Third, adolescents
are better than children at understanding their possible selves and their true and false selves. Some developmentalists believe
that adolescents are more likely than children to use social comparison in evaluating themselves. Finally, adolescents are
more likely than children to be self-conscious about their self-understanding.
APA: 4.1 Demonstrate effective writing for different purposes
Learning Goal: 1
117. Explain the differences between self-esteem and self-concept.
Self-esteem, also referred to as self-worth or self-image, is the global evaluative dimension of the self. Self-concept refers to
domain-specific evaluations of the self. Adolescents and emerging adults make self-evaluations in many domains, such as
academic, athletic, physical appearance, romantic appeal, and close friendships.
Learning Goal: 1
118. Describe what is meant by narcissism, and list at least four personality characteristics of a narcissist.
Narcissism refers to a self-centered and self-concerned approach towards others. Some of the characteristics of narcissist
include: being excessively self-centered and self-congratulatory; viewing their own needs and wants as paramount;
devaluing people around them; responding with rage and shame if others do not admire them or treat them the way that they
expect to be treated.
Learning Goal: 1
119. Compare and contrast the self-esteem of males and females during adolescence and emerging
adulthood.
In general, self-esteem decreases in adolescence and increases in the twenties. At most ages, males report higher self-esteem
than do females. Girls tend to have lower-self-esteem in early adolescence, perhaps due to negative body image issues
associated with puberty. Girls also focus more on social relationships than boys, and low self-esteem can result when they
perceive that society is not rewarding that interest. A recent study showed that, as females went through emerging adulthood
(18 to 25 years of age), the self-esteem gap with males decreased.
Learning Goal: 1
120. Name at least five parts to identity.
Identity is a self-portrait that is composed of many parts. Among them are: vocation/career identity; political identity;
religious identity; relationship identity; intellectual identity; sexual identity; cultural/ethnic identity; interests; personality;
and physical identity.
Learning Goal: 2
121. Describe the key elements of the contemporary view of identity development.
Contemporary views of identity development suggest that it is a lengthy process, in many instances more gradual and less
cataclysmic than Erikson's term, crisis, implies. Today's theorists contend that this complex process neither begins nor ends
in adolescence. Instead, modern theorists contend that we go through a series of reorganizations of identity throughout the
lifespan. Contemporary theorists also postulate that adolescents and emerging adults have multiple identities and that they
are seeking a balance between autonomy and a need for connectedness to others.
4-20
Learning Goal: 2
122. List and briefly describe James Marcia's four identity statuses.
James Marcia identified four statuses of identity development. Identity diffusion is when adolescents have not yet explored
meaningful alternatives or made any commitments. They are undecided about such things as their future career, and they
show little interest in such matters. Identity foreclosure happens when adolescents have made a commitment to an identity
without experiencing what Marcia calls a "crisis," or an opportunity to explore their options. Identity moratorium is
Marcia's term for the state of adolescents who are in the midst of an identity crisis, but who have not yet made a clear
commitment to an identity. Finally, Identity achievement happens when adolescents have undergone an identity crisis and
have made a commitment to an identity.
Learning Goal: 2
123. Explain theories that revise and extend James Marcia's theory of identify formation.
Revisionist theorists stress that effective identity development involves evaluating identity commitments on a continuing
basis. Two concepts that have been devised to capture this ongoing identity examination are exploration in depth and
identification with commitment. Exploration in depth involves gathering information and talking to others about current
commitments. It includes researching a potential career in terms of opportunities for work and educational requirements,
such as which college courses or majors would best position one to enter a particular career. Exploration in depth can also
involve discussing the benefits and challenges with people who are already in a career of interest. Identity with commitment
refers to the degree of certainty and security one experiences with regard to the current commitment.
Learning Goal: 2
124. How do families influence identity?
Parents are influential figures in an adolescent's search for identity. Parenting style, in particular, has an impact on identity
development. Research has shown that a democratic parenting style, which encourages the adolescent to participate in family
decision making, fosters identity achievement. In contrast, autocratic parents, who insist on control and do not allow their
adolescents to express their opinions, tend to promote identity foreclosure. Permissive parents, who provide little guidance
and allow adolescents to make their own decisions, foster identity diffusion. Besides the type of parenting that adolescents
receive, the quality of the communication between mothers and adolescents is linked to identity development. Families that
maintain an atmosphere of both individuality and connectedness enhance identity formation. Outside the immediate
family, persistent conflicts with friends is related to less-positive identity development.
Bloom's Taxonomy: Evaluation
Learning Goal: 2
125. Describe some of the challenges that ethnic minority adolescents and emerging adults face in the dominant culture.
Individuals consciously confront their ethnicity for the first time in adolescence. Adolescents and emerging adults from
ethnic minority groups face a choice between two or more sources of ethnic identification: their own ethnic group and the
mainstream, or dominant culture. Many adolescents resolve this issue by developing a bicultural identity. There are
differences in identity among first, second, and third, or later generations of immigrants. Historical, contextual, language,
and political factors, all affect the degree to which one becomes culturally competent. Pressures may be different for
adolescents and emerging adults from different ethnic groups. For example, Asian-American adolescents often face pressure
from their parents to succeed academically. Many African-American young women conclude that they do not meet standards
of beauty, such as hair and eye color, that are set for non Latino White girls. African-American males are often faced with
stereotyping and discrimination in the job market. Among Latino adolescents studied by researchers, prejudice was a
recurrent theme, as was the conflict between the values of their Latino cultural heritage and those of the majority culture.
Learning Goal: 2
126. Define what is meant by emotional competence, and give at least three examples to illustrate the concept.
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Emotional competence includes several skills. One skill is awareness that the expression of emotions plays a major role in
relationships. An adolescent who knows that showing anger when the teacher announces a pop quiz is likely to result in the
teacher being displeased with his or her attitude is showing this emotional competency. Another component of emotional
competence is engaging in the use of self-regulatory strategies to cope with negative emotions. An adolescent who walks
away from a negative situation to control his or her anger is demonstrating this competency. Understanding that inner
emotional states do not have to correspond with outer expressions is key to relating to others. The adolescent who is
extremely disappointed not to have been chosen to be a class officer but who manages not to let that show outwardly is
demonstrating this competency. Finally, emotional competence requires being aware of one's own emotional states without
being overwhelmed by them. Adolescents who can clearly differentiate their emotions and focus on their coping skills
provide examples of this emotional competency.
Learning Goal: 3
127. List the Big Five factors of personality. Which factor has research revealed as a key predictor of adjustment and
competence? List at least two outcomes that have been linked to that factor.
The Big Five factors of personality are: openness, conscientiousness, extraversion, agreeableness, and neuroticism
(emotional stability). The major finding in the study of the Big Five factors in adolescence is the emergence of
conscientiousness. This factor has been linked to both high-school and college grade point average. Conscientiousness has
also been correlated with better interpersonal relationships, higher-quality friendships, better acceptance by peers, and less
victimization by peers. On a more negative note, adolescents who are low in conscientiousness tend to have more problems
with substance abuse, more conduct problems, and a higher mortality risk than their counterparts who are higher in this trait.
Learning Goal: 4
128. Explain the three new classifications of temperament included in a recent revision of Chess and Thomas' original
categories, which were easy, difficult, and slow-to-warm-up.
The general classification of temperament now focuses more on positive affect and approach, negative affectivity, and
effortful control (self-regulation). Positive affect and approach is much like the personality trait of extraversion/introversion.
Children with a temperament that involves negative affectivity may cry and fret often. Effortful control involves the ability
to control one's emotions and to use coping strategies when emotions run high.
Learning Goal: 4
Category # of Questions
Accessibility: Keyboard Navigation 115
APA: 1.1 Describe key concepts, principles, and overarching themes in psychology 33
APA: 1.2 Develop a working knowledge of psychology’s content domains 47
APA: 1.3 Describe applications of psychology 30
APA: 2.4 Interpret, design, and conduct basic psychological research 6
APA: 3.3 Adopt values that build community at local, national, and global levels 13
APA: 4.1 Demonstrate effective writing for different purposes 13
Bloom's Taxonomy: Analyze 16
Bloom's Taxonomy: Apply 38
Bloom's Taxonomy: Create 1
Bloom's Taxonomy: Evaluation 2
Bloom's Taxonomy: Remember 65
Bloom's Taxonomy: Understand 7
Difficulty: Basic 24
Difficulty: Difficult 20
Difficulty: Moderate 84
Learning Goal: 1 46
Learning Goal: 2 48
Learning Goal: 3 10
Learning Goal: 4 24
4-22

Chapter 04 The Self, Identity, Emotion, and Personality

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Chapter 04

The Self, Identity, Emotion, and Personality

3. Which of the following statements regarding adolescent self-understanding is TRUE?

7. Which of the following statements regarding possible selves is NOT true?

8. Troy, age 16, is LEAST likely to show his false self to

9. Most adolescents view social comparisons as

10. The "social mirror" for adolescents is

11. In an effort to protect the self, adolescents tend to

16. Markus and colleagues argue that

17. The global evaluative dimension of self is known as

18. Domain-specific evaluation of the self is referred to as

21. Which of the following statements regarding self-esteem is TRUE?

22. Which of the following statements describes narcissists?

25. Research on trends in narcissism from 1980 to 2007 showed

26. Which of the following factors is related to self-esteem?

32. The most powerful contributor to global self-esteem in adolescence is

38. Research has shown that effortful control is related to

48. According to Erikson, which of the following factors is a component of identity?

50. Contemporary views on identity development suggest that

78. Researchers have found that

90. Poor emotional regulation can lead to problems with

91. Emotional competence includes all of the following skills EXCEPT

94. The _____ is the central aspect of the personality.

100. The BEST predictor of adjustment and competence in adolescents is

101. Walter Mischel argued that personality

104. Which of the following statements about temperament is NOT true?

117. Explain the differences between self-esteem and self-concept.

120. Name at least five parts to identity.

124. How do families influence identity?

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