Chapter 3: Personal, Social, and Moral Development
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CHAPTER THREE
PERSONAL, SOCIAL, AND MORAL DEVELOPMENT
Personality Development
* 1. Which of the following is the term that best describes our attitudinal, emotional, and behavioral responses
to experiences in our environment?
a. Temperament
b. Self-regulation
c. Extraversion
d. Personality
* 2. Researchers generally describe personality as being composed of five relatively independent traits. Which
of the following is not one of those traits?
a. Self-absorption
b. Neuroticism
c. Agreeableness
d. Conscientiousness
* 3. The relatively stable, inherited characteristics that influence the way one responds to social and physical
stimuli best defines:
a. social skills.
b. temperament.
c. development.
d. morality.
* 4. Which of the following environmental factors is likely to have the greatest influence on personality
development?
a. Peers
b. Siblings
c. Parents
d. Teachers
* 5. Which of the following, which combination of factors is likely to have the greatest impact on personality
development?
a. Early experiences, the media, and parents
b. Peers, experiences with the real world, and heredity
c. The media, parents, and nutrition
d. Temperament, parents, and peers
* 6. Of the following, which set of characteristics are we most likely to see in children of authoritarian parents?
a. Confident, high self-esteem, secure
b. Withdrawn, discontented, worried
c. Creative, artistic, social
d. Immature, anxious, uncertain
* 7. According to general patterns identified by research, children who are immature, impulsive, unmotivated,
and lack self-control are most likely raised by:
a. authoritarian parents.
b. permissive parents.
c. authoritative parents.
d. uninvolved parents.
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* 8. If children behave in ways that are consistent with patterns identified by research, they are most likely to be
rebellious when parents have which of the following sets of characteristics?
a. High expectations and high responsiveness
b. High expectations and low responsiveness
c. Low expectations and high responsiveness
d. Low expectations and low responsiveness
* 9. Authoritative parents tend to provide:
a. low expectations and low responsiveness.
b. high expectations and low responsiveness.
c. low expectations and high responsiveness.
d. high expectations and high responsiveness.
** 10. Aiden generally demonstrates positive personality traits. For example, he is agreeable, open, and
conscientious. If his personality characteristics are consistent with general patterns identified by research
his parents are likely to be:
a. authoritarian.
b. authoritative.
c. permissive.
d. uninvolved.
** 11. Mike is an impulsive and immature first-grade child. He seems to lack control and is not motivated to
engage in class activities. His teacher, Mr. Alexander, suggests that instead of a management plan for
Mike, perhaps some parenting classes could be of benefit. Based upon his suggestion, what can we infer
about Mr. Alexander’s perception of the parenting style of Mike’s parents?
a. He feels they are uninvolved.
b. He feels they are authoritarian.
c. He feels they are permissive.
d. He feels they are authoritative.
* 12. Which of the following best describes the results of research examining the parenting styles of members of
cultural minorities?
a. The most effective parenting styles are those that emphasize high expectations, strict discipline, and
hard work, such as the stereotypical “Tiger Mother.”
b. The most effective parenting styles are those that allow children to set their own expectations
combined with high levels of warmth and emotional support from parents.
c. The most effective parenting styles are those that don’t impose expectations on their children,
instead allowing them to grow and develop at their own rates.
d. The most effective parenting styles are those that emphasize high expectations combined with high
levels of warmth and emotional support from parents.
* 13. Which of the following is the best description of emotions?
a. Feelings that are short-lived, intense, and specific
b. Attitudes that result in general reactions to life experiences
c. Behavioral responses to unpleasant experiences in the environment
d. Enduring feelings that result from highly stimulating personal experiences
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** 14. Ava is out for a jog in the early evening and suddenly a small dog runs toward her barking loudly. Ava’s
heart rate jumps, she is fearful, she quickly thinks of what she might do to protect herself, and she runs into
a convenience store that happens to be nearby.
Of the following, which is the best description of Ava’s experience?
a. She is experiencing the cognitive, physiological, and behavioral components of emotions.
b. She is demonstrating the personality trait, neuroticism, since the dog is small and not likely a serious
threat.
c. She is demonstrating self-regulation, since she quickly thinks of what to do and runs into the
convenience store.
d. She is demonstrating an authoritative temperament, because she is quickly able to adapt to her
experience.
** 15. You’re in a conversation with two acquaintances and one of the makes a remark to you that seems
insensitive and demeaning. You flush with anger, and you have a strong impulse to verbally lash back at
the person. You hold yourself in check, however, deciding to talk to the person later and in private, because
lashing back would create an awkward social situation.
Of the following, you holding yourself in check, best illustrates:
a. emotional self-regulation.
b. introversion.
c. agreeableness.
d. social referencing.
* 16. The ability to perceive, understand, and manage emotions in ourselves and others, and to use emotional
knowledge to enhance cognition (thought) best defines which of the following?
a. Emotional self-regulation
b. Emotional referencing
c. Emotional monitoring
d. Emotional intelligence
* 17. Which of the following best describes the relationship (or lack of relationship) between personality and
school achievement?
a. Conscientiousness is related to school achievement in students of all ages, but no other personality
traits are linked to school achievement.
b. Emotional stability—the opposite of neuroticism—is related to school achievement in students of all
ages, but no other personality traits are linked to school achievement.
c. Openness and conscientiousness are linked to school achievement in both younger students and in
adolescents.
d. Personality and school achievement are not related to each other.
* 18. Which of the following best describes the relationship (or lack of relationship) between personality and
workplace achievement?
a. High job performance is related to high conscientiousness and low neuroticism.
b. Workplace achievement is related to agreeableness, but workplace achievement is not related to any
other personality traits.
c. High job performance is related to emotional self-regulation, but job performance is not related to
other personality traits.
d. Personality and workplace achievement are not related to each other.
** 19. As teachers we want to try and promote healthy personality development in our students. Which of the
following is the most effective way to promote this personality development?
a. Model desirable personality traits, such as openness, agreeableness, and conscientiousness.
b. Describe desirable personality traits for students, and explain why desirable personality traits lead to
higher achievement, both in school and in the workplace.
c. Praise students when they demonstrate desirable personality traits, and reprimand students when
they display undesirable personality traits.
d. Make displaying desirable personality traits one of your classroom rules.
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** 20. Keith is attempting to use his classroom management system to help promote healthy personality
development. He focuses on a balance between rules and structure and student choice and input in decision
making. He uses consequences that are related to the student infraction and tries to be firm but fair. Keith
best illustrates which type of classroom management style?
a. Authoritarian
b. Authoritative
c. Permissive
d. Uninvolved
Essay Items
* 21. Explain how temperament can influence overall personality development.
** 22. Alvaro’s parents ask about his homework every night after school, and Alvaro comments to his friends,
“My parents won’t let me get away with anything. If I didn’t study hard and do my homework, they would
be all over me. ‘You won’t make it in college if you aren’t willing to work,’ they keep saying. They’re
good though. My mom helps me with my math if I get stuck, and they always come to my soccer games
and band concerts.”
Assuming that Alvaro fits patterns identified by research, describe the personal characteristics that he
is likely to acquire. Explain why he is likely to acquire these characteristics.
* 23. Describe the relationship between personality and school achievement.
Development of Identity and Self-Concept
* 24. People’s sense of self, what their existence means, and what they want in life best describes their:
a. self-concept.
b. self-worth.
c. temperament.
d. identity.
* 25. People’s cognitive assessment of their physical, social, and academic competence best describes their:
a. self-concept.
b. self-worth.
c. temperament.
d. identity.
* 26. Of the following, which statement best describes how Erikson’s term psychosocial was derived?
a. It was derived from Erikson’s belief that psychological factors, such as personality and
temperament, combined with social factors, such as emotional intelligence, to explain moral
development.
b. It was derived from an integration of identity and Erikson’s belief that a primary motivation for
human behavior was social and reflected a desire to connect with other people.
c. It was derived from Erikson’s belief that the individual, the microsystem, parents, and peers
combined to create a fully functioning personality.
d. It was derived from Erikson’s belief that the development of a set of personal beliefs and values was
essential for identity formation.
* 27. According the Erikson, which of the following is the best definition of a crisis?
a. A time when mastery and success are required to enjoy feelings of competence.
b. A time when continuous love and support are needed to develop a sense of self-esteem.
c. A time when challenging activities are needed to develop feelings of self-efficacy.
d. A time when individuals are vulnerable to certain psychological challenges.
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* 28. Which of the following describes one of Erikson’s beliefs?
a. People will remain at a certain stage until they resolve the crisis at that stage.
b. People develop socially because of qualitative changes in their thinking.
c. Despite differences in other areas, everyone has the same basic needs.
d. Resolution of a crisis results from accommodation of new experiences.
* 29. Erikson identified the first psychological challenge in a person’s life as:
a. autonomy vs. shame and doubt.
b. trust vs. mistrust.
c. initiative vs. guilt.
d. industry vs. inferiority.
* 30. “An exploratory and investigative attitude results from meeting and accepting challenges” characterizes
which stage of psychosocial development?
a. Autonomy vs. shame and doubt
b. Initiative vs. guilt
c. Industry vs. inferiority
d. Identity vs. confusion
* 31. Initiative vs. guilt for the preschool-aged child is analogous to which stage for the elementary-aged child?
a. Identity vs. confusion
b. Autonomy vs. shame and doubt
c. Trust-mistrust
d. Industry vs. inferiority
* 32. “Enjoyment of mastery and competence comes through success and recognition of accomplishments”
characterizes which stage of psychosocial development?
a. Autonomy vs. shame and doubt
b. Initiative vs. guilt
c. Industry vs. inferiority
d. Identity vs. confusion
* 33. According to Erikson, the crisis of identity vs. confusion typically occurs during:
a. the early elementary school years.
b. the middle school years.
c. the high school years.
d. young adulthood.
** 34. Mrs. Stewart watches as Jimmie, one of her kindergartners, puts an art paper in his folder. He then begins
to straighten up the paints and brushes in the art area, and in the process, he tips over a baby-food-sized jar
of paint onto the tabletop. Of the following, which would be Mrs. Stewart’s best response to Jimmie’s
initiative, using Erikson’s work as your basis for answering?
a. “Jimmie, I think you were doing a very nice job of straightening up our art area. It certainly needed
it. Clean up the paint now, and then you can go back to your seat.”
b. “Jimmie, I really appreciate your attempt to clean up the art area. It certainly needed it. Go back to
your seat now while I clean this up.”
c. “Jimmie, I know our art area certainly needs cleaning up, and I appreciate your attempt to do it, but
remember our rule that says we don’t play with the materials until we’re given permission to do so.”
d. “Jimmie, I really appreciate your attempt to clean up our art area, but you must be careful when you
do it, so that you don’t spill the paint. Please return to your seat now while I clean this up.”
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** 35. Natasha has questions about her own ability and exhibits a lack of confidence with respect to her
competence. Based on this information, which of the following psychosocial stages has she least likely
resolved?
a. Autonomy vs. shame and doubt
b. Initiative vs. guilt
c. Industry vs. inferiority
d. Trust vs. mistrust
** 36. Kelly Reed, 32, is an interesting person. She has been married for 8 years, and her husband often
comments on how unselfish and giving she is. She works for an industrial real estate firm and is
progressing nicely in her career. Her boss has praised her for her progress and her tendency to be a “self–
starter.”
On the other hand, Kelly is very jealous of her husband and thinks he may even cheat on her, although
she has no evidence to support the feeling. She thinks her boss “blows smoke at her” and is trying to take
advantage—professionally only; no personal advances. Based on this information and Erikson’s theory,
which of the following crises has Kelly least well resolved?
a. Trust vs. mistrust
b. Initiative vs. guilt
c. Industry vs. inferiority
d. Intimacy vs. isolation
** 37. Amanda has learned to walk and seems very pleased with herself. She runs to her mother, falls into her
arms, and then runs away again. She seems to love going to the store, because she is allowed to walk
beside her mother without having her hand held. This scenario best illustrates which of the following
stages of psychosocial development?
a. Trust vs. mistrust
b. Autonomy vs. doubt
c. Initiative vs. guilt
d. Industry vs. inferiority
Use the following information for items 38 and 39.
You have an eighth grader who you can’t seem to “get going.” He never volunteers a response in class and won’t
agree to do special projects unless required. However, the required work that is turned in is always acceptable or
better in quality, and his past records show that he has been an average to above-average student. He also is a good,
“normal” boy who seems to relate well to his classmates. Overall, he doesn’t seem unhappy.
** 38. Which of the following would be the best explanation of the boy’s behavior according to Erikson?
a. He didn’t successfully resolve the initiative vs. guilt crisis, and the guilt feelings are dealt with by
doing only what others ask of him and no more.
b. He, being at the age of the identity vs. confusion crisis, is not developing a sense of identity and as a
result shows his listlessness in class.
c. He didn’t successfully resolve the industry vs. inferiority crisis and as a result of his feelings of
inferiority compensates by not trying.
d. He hasn’t developed a sense of autonomy and because he doubts himself, he won’t try to accomplish
anything in school.
** 39. According to Erikson, the best action for you as a teacher working with the boy would be to:
a. talk to him, discuss what he wants to be and as a result of your genuine caring help him develop a
sense of identity.
b. show personal interest in him and strongly reward his successes in order to help him increase his
sense of self-worth.
c. strongly reward anything he undertakes on his own. Play down failures that might result.
d. encourage other reliable and outgoing students to include him in group work to help him develop a
sense of trust in other people.
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** 40. As a fifth-grade teacher, your best application of Erikson’s theory would be to:
a. Help the children experience as much success as possible to help them develop a sense of
accomplishment.
b. Help children begin to develop a sense of identity because they will soon experience the identity vs.
confusion crisis.
c. Encourage children in developing peer relations to overcome the egocentricity of fifth graders.
d. Help children develop a basic sense of trust, for without it a person cannot move to the next stage of
development.
** 41. Which of the following statements best represents the psychosocial crisis of identity vs. confusion?
a. “Sometimes I think I would like to settle down with Jerry, but I’m not sure I want to give up my
lifestyle.”
b. “Oh, I don’t know. Someday I’ll figure out who I am.”
c. “I’ve never been able to do this stuff. I’m just no good at it.”
d. “If we don’t worry about what’s happening to these kids, who will?”
** 42. Mr. Jones, 42, is a hard worker and enjoys a reputation as an innovator in his company. However, he is
rarely home, is nearly estranged from his wife, and as a result spends little time with his children, although
he always encourages them to do well and tries to be a good model for them, so they will “make it in life.”
He usually stops by the local hangout on the way home from work each day, “for a little bracer before I
face the music,” he grins self-consciously. Of the following, the best description of his behavior would be
an imperfect resolution of which crisis?
a. Trust vs. mistrust
b. Initiative vs. guilt
c. Identity vs. confusion
d. Intimacy vs. isolation
** 43. Karen has a good “grip on life.” She accepts herself for what she is and recognizes and accepts her
strengths and weaknesses. She feels a sense of satisfaction in what she is as well as what she has
accomplished. Erikson would describe this as best illustrating a positive resolution of which of the
following crises?
a. Industry vs. inferiority
b. Intimacy vs. isolation
c. Generativity vs. stagnation
d. Integrity vs. despair
*` 44. Regarding states of identity development, the state in which individuals aren’t developmentally ready to
make choices is:
a. identity diffusion.
b. identity foreclosure.
c. identity moratorium.
d. identity achievement.
* 45. Regarding states of identity development, the state in which individuals adopt the positions of others, such
as parents, is:
a. identity diffusion.
b. identity foreclosure.
c. identity moratorium.
d. identity achievement.
* 46. Which of the following statements most accurately defines sexual identity?
a. Students’ self–constructed definition of who they are with respect to gender orientation
b. The gender to which an individual is romantically and sexually attracted
c. A cognitive appraisal of an individual’s ability to attract a member of the opposite sex
d. An emotional sense of their romantic and sexual self-worth
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* 47. Research suggests that homosexuals go through a three-phased sequence in attempting to understand their
sexuality. The first phase of this sequence is:
a. feeling angry.
b. feeling different.
c. feeling confused.
d. feeling acceptance.
* 48. Research indicates that homosexual students are at greater risk for problems ranging from depression and
substance abuse to suicide. Which of the following is a major contributor to these problems?
a. Teachers’ indifference
b. Homosexual students’ low self–concepts
c. Ineffective parenting
d. Peer harassment
* 49. Individuals’ perceptions of the relative worth of the groups to which they belong best describe which of the
following?
a. Self-concept
b. Cultural identity
c. Cultural self-worth
d. Collective self-esteem
* 50. Which of the following best describes the concept of ethnic identity?
a. An individual’s sense of self-worth with respect to the ethnic group to which the individual belongs
and the pride the individual takes in belonging to this group
b. An individual’s sense of belonging to an ethnic group, defined by one’s cultural heritage, and
including attributes such as values, traditions, and language.
c. A cognitive appraisal of the competence and abilities associated with a particular ethnic group and
the contributions the group makes to society.
d. The collective personality of a particular ethic group including the group’s extraversion, openness,
and conscientiousness.
* 51. Which of the following statements best describes the relationship between self-concept and self- esteem?
a. Self-concept is an emotional reaction to the self, whereas self-esteem is a cognitive appraisal of
one’s competence.
b. Self-esteem is an emotional reaction to the self, whereas self–concept is a cognitive appraisal of
one’s competence.
c. Self-concept describes individuals’ perceptions of their self-worth, whereas self-esteem describes
individuals’ perception of their identity.
d. Self-concept and self-esteem are synonymous, and the two terms can be used interchangeably.
* 52. Of the following, which most accurately describes the relationship between general self-concept and
academic achievement?
a. There is a strong positive relationship between the two.
b. There is a weak positive relationship between the two.
c. There is virtually no relationship between the two.
d. There is a weak negative relationship between the two.
* 53. Of the following, which two are most strongly related?
a. General self-concept and holistic academic achievement
b. Social self-concept and socially based academic achievement
c. Academic self-concept and academic achievement
d. Specific subject-matter self-concept and specific academic achievement
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* 54. According to research, which of the following approaches to improving students’ self–concepts is most
effective?
a. Design an unstructured program where students determine their own goals.
b. Design a structured program in which students experience genuine progress toward academic goals.
c. Design a structured program in which major emphasis is placed on interpersonal and intrapersonal
intelligence.
d. Design a program in which students are involved in activities designed to improve self-esteem.
Use the following information for items 55 and 56.
“I’m good at math,” Kailyn thinks to herself as she solves a complex word problem. “I wish I was as good at French.
I just can’t pick up the nuances in its pronunciation. . . . Oh, well, can’t be good at everything,” she concludes,
which reflects her generally good feeling about herself.
** 55. Which of the following is the best analysis of Kailyn’s self-concept?
a. Kailyn has a positive self-concept with respect to math but negative self-concept with respect to
French.
b. Kailyn has a positive self-concept with respect to both math and French.
c. Kailyn has a generally positive self-concept but a negative self-concept with respect to French.
d. Kailyn has a generally negative self-concept but a positive self-concept with respect to math.
** 56. Which of the following is the best analysis of Kailyn’s self-esteem?
a. Kailyn has high self-esteem in math but low self-esteem in French.
b. Kailyn has high self-esteem in both math and French.
c. Kailyn has generally high self-esteem.
d. Kailyn has generally low self-esteem.
** 57. Liesha is in kindergarten and is a bit behind her classmates academically in math and reading. If she is
typical for children her age, which of the following will be her most likely assessment of herself?
a. She will have a negative self-concept of her ability and low self-esteem.
b. She will have a negative self-concept of her ability but high self-esteem.
c. She will have a positive self-concept of her ability but low self-esteem.
d. She will have a positive self-concept of her ability and high self-esteem.
Use the following information for items 58 and 59.
An educational researcher has conducted a study with competitive athletes. He gives them a series of self-report
surveys that investigate participants’ self-concepts in a variety of domains, and he then compares their self-concepts
to their academic achievement.
** 58. Of the following, which is the most likely correlation between general self-concept and academic
achievement in the researcher’s data?
a. Slightly negative
b. Positive and strong
c. Positive but weak
d. Virtually no correlation
** 59. Of the following, which is the most likely the correlation between physical self-concept and academic
achievement in the researcher’s data?
a. Slightly negative
b. Positive and strong
c. Positive but weak
d. Virtually no correlation
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Consider the following scenario for items 60 and 61.
Four teachers are describing their efforts to improve the academic self-concepts of their learners.
Mrs. Aldrich states, “I try to give my students some independence, and I let them help me decide on the
learning activities that we’re going to conduct.”
Mr. Tichy says, “We do activities that focus directly on self-concept. I have them write essays on topics like,
‘How I know that I’m good at school activities,’ and ‘How I would sell myself to an employer.’”
Mr. Collins emphasizes, “I try to make sure that the kids are successful. Success is the key. If they’re
successful, their self-concepts will improve.”
Mrs. Gomez says, “I agree that success is important, but alone, it isn’t enough. The kids must succeed in
something they think is challenging and important. Success in something trivial won’t do it.”
** 60. If the teachers’ success is consistent with patterns identified by research, the teacher likely to be most
successful is:
a. Mrs. Aldrich.
b. Mr. Tichy.
c. Mr. Collins.
d. Mrs. Gomez.
** 61. If the teachers’ success is consistent with patterns identified by research, the teacher likely to be least
successful is:
a. Mrs. Aldrich.
b. Mr. Tichy.
c. Mr. Collins.
d. Mrs. Gomez.
Essay Items
** 62. Gary is a fourth grader in school early in the school year. He is a bit above average according to
intelligence tests. One day, Mrs. Winton, Gary’s teacher, gave the class a math test, and unfortunately
Gary did quite poorly on it. Gary was devastated, but resolved to try harder on the next test.
How would Erikson explain Gary’s devastation over his grade on the test?
* 63. Describe the concept of ethnic identity, and explain why it is important for members of cultural minorities.
** 64. Describe four guidelines that teachers can use in their attempts to promote psychosocial and self-concept
development in their students. Provide an example of each.
Social Development
* 65. Of the following, which is the most accurate description of social development?
a. The relatively stable inherited characteristics that influence the way one responds to social and
physical stimuli
b. The advances people make in their ability to interact and get along with others
c. The changes that occur in people as they have experiences with their physical environments
d. The advances people make in their awareness of their individual strengths and weaknesses
* 66. Of the following, which group initially has the most influence on social development?
a. Peers
b. Siblings
c. Parents
d. Other adults, such as extended family
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* 67. Peers influence social development in three ways. Which of the following is not one of those ways?
a. Attitudes and values
b. Self-regulation
c. Opportunities to practice social skills
d. Emotional support
* 68. Of the following, positive peer influences on social development are most likely to occur in which setting?
a. Structured classroom activities
b. Infrequent discussions with older peers
c. In clubs, teams and other extracurricular activities
d. Interactions with peers in social media, such as Facebook.
** 69. Megan, a well-behaved, high–achieving seventh grader, has become close friends with Julia, a fun-loving
girl who sometimes disrupts class with her antics. Julia is more interested in having fun than in studying,
and her grades reflect her lack of effort—she is barely passing. If Megan’s behavior is consistent with
patterns identified by research, which of the following is the most valid prediction?
a. Since Megan is high achieving and well behaved, she will not be influenced by Julia.
b. Megan’s grades will decline, but her behavior will be unaffected.
c. Megan’s behavior will decline, but her grades will be unaffected.
d. Megan’s grades and behavior will both decline.
* 70. Of the following, which statement most accurately describes the relationship between social development,
satisfaction with school, and academic achievement?
a. Socially well-developed students are more satisfied with school, but their achievement is similar to
their less well-developed peers.
b. Socially well-developed students are more satisfied with school, but their achievement is lower than
their less well-developed peers.
c. Socially well-developed students are more satisfied with school, and their achievement is generally
higher than their less well-developed peers.
d. Social development is not related to satisfaction with school or academic achievement.
** 71. Enrique gets along well with his classmates, and his social skills are quite well developed. On the other
hand, Carter doesn’t get along with the other students and says other students pick on him for no reason. If
the boys’ attitudes and academic achievement fit patterns identified by research, which of the following is
the most valid conclusion?
a. Enrique will be more satisfied with school than will Carter, and his achievement will be higher.
b. Enrique will be more satisfied with school than will Carter, but his and Carter’s achievement will be
similar.
c. Enrique will be more satisfied with school than will Carter, but Carter’s achievement is likely to be
higher than Enrique’s.
d. We can’t make any conclusions about Enrique’s and Carter’s satisfaction with school and
achievement based on the information above.
* 72. Of the following, which is the best definition of perspective taking?
a. The ability to feel guilt or shame about an unkind act directed toward another person
b. The ability to understand the thoughts and feelings of others
c. The ability to resolve conflicts in ways that benefit everyone involved
d. The ability to respond dispassionately when mistreated by someone
* 73. Of the following, which is the best definition of social problem solving?
a. The ability to disarm bullying behaviors before they result in fights
b. The ability to understand the thoughts and feelings of others
c. The ability to resolve conflicts in ways that benefit everyone involved
d. The ability to respond without anger when mistreated by someone else
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** 74. Sophia handles difficult social situations well, is empathetic, and is well liked by her peers. Of the
following, which is the most valid conclusion we can make about her?
a. She has developed a positive resolution of the initiative vs. guilt crisis.
b. She is skilled at perspective taking.
c. She is a high academic achiever.
d. She has a well-developed identity.
** 75. Gavin has several close friends, rarely gets into verbal arguments, and works very effectively in groups. Of
the following, which is the most valid conclusion we can make about him?
a. He is skilled at social problem solving.
b. He has successfully resolved the industry vs. inferiority crisis.
c. He is a high academic achiever.
d. He has successfully accomplished identity achievement.
Use the following information for items 76 and 77.
Four students are involved in a discussion about a social activity after school. “I don’t understand why you want
to go to Vito’s (a popular hangout for kids) all the time,” Garrett comments to Luke. “There isn’t that much to do
there.”
“On the other hand, it’s close to Luke’s house,” Ian replies, “so that makes sense.”
“That’s okay,” Luke adds. “Anything is fine with me.”
“Well, suppose we go to Vito’s tonight, and then we go to Garrett’s house on Friday. He has suggested that we
come and see his new video game,” Cody offers.
** 76. The student who best demonstrates perspective taking is:
a. Garrett.
b. Ian.
c. Luke.
d. Cody.
** 77. The student who best demonstrates social problem solving is:
a. Garrett.
b. Ian.
c. Luke.
d. Cody.
* 78. Which of the following is the least effective guideline for promoting social development in your students?
a. Model and explicitly teach social skills to your students.
b. Establish rules governing acceptable classroom behavior.
c. Help students understand the reasons for rules by providing examples and rationales.
d. Call socially undeveloped students’ parents, and discuss their child’s behavior with them.
Essay Items
* 79. Describe three ways in which peers influence children’s social development.
** 80. Your text provides four sequential steps of social problem solving. State each step, and provide an example
of the step given a situation where two students want to sit at the same place in the lunchroom.
** 81. Describe four guidelines that teachers can use to promote social development in their classrooms. Provide
an example of each.
Chapter 3: Personal, Social, and Moral Development
13
Development of Morality, Social Responsibility, and Self-Control
* 82. Societal norms and appropriate ways of behaving in specific situations are called:
a. moral conventions.
b. personal norms.
c. social conventions.
d. societal expectations.
* 83. According to research examining children’s thinking about moral, conventional, and personal domains,
how old must children be in order to distinguish among the three domains?
a. Three years old
b. Five years old
c. Seven years old
d. Ten years old
** 84.. Three of the following choices would be considered immoral acts. Which one would be considered a
violation of a social convention?
a. Spreading a rumor that results in a classmate being socially ostracized
b. Not sending a thank you card to someone who has given you a gift
c. Purposely bumping a smaller classmate and making him drop his books
d. Copying a classmate’s homework assignment
** 85. Norton has recently had his left ear pierced and is now wearing an earring. Mrs. Edwards, his homeroom
teacher, thinks he looks ghastly, but she says nothing to Norton. Norton’s decision to wear the earring best
fits in which of the following domains?
a. The moral domain
b. The conventional domain
c. The personal domain
d. Both the moral and the personal domains
Use the following information for items 86 and 87.
Ernesto sees one of his peers push another child down and then kick him in the leg. Ernesto concludes that this was
an immoral act.
** 86. According to research examining more development, Ernesto must be at least how old in order to make this
conclusion?
a. Three years old
b. Five years old
c. Seven years old
d. Ten years old
** 87. Of the following, which is the most likely way that Ernesto learned that pushing others down and kicking
them is immoral?
a. His parents explained that some acts are bad. For example, his parents told him that pushing
someone down is unacceptable.
b. He observed the consequences of different acts. For example, he observed that someone is often
punished for pushing others down.
c. His preschool teacher had a system of rules in her class. For example, she had a rule forbidding
pushing and hurting others.
d. He watched other students. For example, he saw that most children didn’t push others down.
Chapter 3: Personal, Social, and Moral Development
14
* 88. Which of the follow suggested that moral development begins with external morality and gradually moves
to internalization?
a. Bruner
b. Chomsky
c. Erikson
d. Piaget
* 89. According to Piaget, the stage of moral development in which individuals view rules as fixed and
permanent and enforced by authority figures is defined as:
a. external morality.
b. autonomous morality.
c. reflective morality.
d. internal morality.
Use the following information for items 90 and 91.
Mrs. Lucci is working with one of her students while the rest of her fifth graders are completing a seat-work
assignment in math.
“Did Mrs. Lucci tell us to skip number six?” Gary whispers.
“Shh! You’re not supposed to talk,” Andrea says, pointing to the rules posted on the bulletin board.
“But he needs to know so he can do his work,” Krystal replies. “Yes, she said, skip number six.”
The students then go back to work on their assignment.
** 90. Which student or students demonstrated external morality?
a. Gary
b. Andrea
c. Krystal
d. Both Gary and Andrea
** 91. Which student or students demonstrated autonomous morality?
a. Gary
b. Andrea
c. Krystal
d. Both Gary and Krystal
* 92. Of the following, the most central features of Kohlberg’s research technique are:
a. identity crises.
b. moral dilemmas.
c. stages.
d. ethics.
* 93. Of the following, which stage of moral reasoning most emphasizes ethical decisions based on the
immediate consequences for the individual?
a. Punishment and obedience
b. Interpersonal harmony
c. Law and order
d. Social contract
* 94. People who make ethical decisions based on the consequences for themselves are operating at:
a. the preconventional level of ethics.
b. the conventional level of ethics.
c. the postconventional level of ethics.
d. the concrete operational level of ethics.
Chapter 3: Personal, Social, and Moral Development
15
* 95. Ethical reasoning that concerns the judgments and opinions of others is characteristic of:
a. the preconventional level of ethics.
b. the conventional level of ethics.
c. the postconventional level of ethics.
d. the principled level of ethics.
* 96. The two Kohlberg stages that are based on following social conventions and norms are:
a. punishment and obedience and market exchange.
b. social contract and universal principles.
c. market exchange and interpersonal harmony.
d. interpersonal harmony and law and order.
* 97. Maintaining an orderly society is characteristic of which stage of moral reasoning?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
* 98. According to Kohlberg, conventional reasoning depends on:
a. preoperational thought.
b. concrete operational thought.
c. formal operational thought.
d. a combination of preoperational thinking and a resolution of the industry vs. inferiority crisis.
** 99. “It’s okay to cheat on examinations. Everyone does it . . . “ is reasoning at which of Kohlberg’s stages?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
** 100. Critics of capital punishment make the following argument: “Capital punishment is not a deterrent to
crime. The only real deterrent is the certainty of being apprehended, being quickly tried, and jailed.”
From this argument, we could infer that the critics view people as operating primarily at which stage of
moral reasoning?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
** 101. A secondary science teacher complains about his students’ inclination to cheat on his tests. “They think
it’s a game,” he comments perplexed. “It’s whatever they can get away with.” Based on this information,
his students are at which ethical stage?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
** 102. Thinkers who are concerned only with how some activity would affect them and would be unable to
consider how the event might affect others would be best described as:
a. preconventional.
b. conventional.
c. post conventional.
d. empathetic.
Chapter 3: Personal, Social, and Moral Development
16
** 103. We’ve heard of the moral ethic “An eye for an eye, and a tooth for a tooth.” This notion best fits
Kohlberg’s stage of:
a. punishment and obedience.
b. market exchange.
c. interpersonal harmony.
d. law and order.
** 104. Sharon feels it’s right to share with Kathy because Kathy shares with her, but she doesn’t want to share
with Judy, Heather, and Cheryle as well. Of the following, which best describes the stage of moral
development at which Sharon is thinking?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
** 105. Ken, 14, in an incident of vandalism, breaks a window in an abandoned warehouse. “I can’t believe I did
that,” he reacts later. “I don’t know what I thought I was getting out of it. It wasn’t even fun. I’ll never do
that again.” In the absence of any other information, we would describe Ken as being at which ethical
stage?
a. Market exchange
b. Interpersonal harmony
c. Law and order
d. Social contract
** 106. “I have an absolute rule that is inviolable in my class,” an eighth-grade English teacher comments to a
colleague. “They may not say or do anything to hurt one of their classmate’s feelings. Kids need to feel
safe, or they won’t be willing to speak up.” If we view this as an ethical matter, the English teacher is
operating at which moral stage?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Social contract
** 107. Consider the example of a person who picks up a beer “for the road” in spite of an “Open Container Law”
(a law prohibiting open containers of alcohol in motor vehicles). He no longer does this when his kids are
along. “I don’t think it’s a good idea any more,” he concludes. “I don’t want to set a bad example for the
kids.” His reasoning in this case would best be described as being at what stage?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Social contract
** 108. You’ve found that a student is reasoning at Kohlberg’s Stage 3, and you want to deter him from
inappropriate behavior. Using Kohlberg’s work as a basis, which of the following would be the best way to
handle an incident?
a. Punish the behavior.
b. Suggest that if he will refrain from the behavior for a certain period, he will receive a reward.
c. Ask if his friends encourage or tolerate such behavior.
d. Discuss with him what kind of a chaotic society we would live in if people behaved the way he did.
Chapter 3: Personal, Social, and Moral Development
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** 109. Jon, while with Bill and Ken, steals a canned soft drink in a convenience store after school, but he sincerely
regrets it when the incident is revealed in a conversation with his parents, and they appear very hurt over
the incident. In the absence of any further information, which of the following best describes the stage of
moral development at which Jon is reasoning?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
** 110. A teacher says the roles we establish are agreements that we make that are good and fair for all students,
and therefore we must honor them. Which of Kohlberg’s stages does this best illustrate?
a. Social contract
b. Market exchange
c. Interpersonal harmony
d. Law and order
** 111. Billy gives Cal a candy bar in return for a comic book. If Billy were at Kohlberg’s Stage 3, he would view
the behavior as “ethical” if it was:
a. generally good for humanity.
b. rewarding for him.
c. rewarding for both him and Cal.
d. what he thought was expected of him
** 112. Montel, in response to reading about the declining morals in this country, states, “I’m going to pay my
income tax anyway. What would happen to the country if everybody cheated?” His reasoning best
illustrates which stage?
a. Punishment and obedience
b. Market exchange
c. Law and order
d. Social contract
Use the following information for questions 113 and 114.
Bill, during the course of a tennis match, developed a severe blister on his right foot. He asked his opponent if the
opponent would mind if he went to his car to get some tape to put on the blister. Bill said it would take only 5
minutes. “I’m sorry,” his opponent responded. “The book says only a 2–minute injury timeout in a match.”
** 113. Feeling justified in responding that way suggests that the opponent is at which stage of moral reasoning?
a. Market exchange
b. Interpersonal harmony
c. Law and order
d. Universal principles
** 114. If the opponent had said, “Sure, go ahead. I know it’s no fun playing with a blister,” he would have been
operating at which of the following stages of moral reasoning?
a. Punishment and obedience
b. Market exchange
c. Interpersonal harmony
d. Law and order
Chapter 3: Personal, Social, and Moral Development
18
Use the following information for Questions 115 and 116.
Mrs. Ossi solicits and receives significant input from her students on her classroom rules. “These are what we
agreed upon,” she emphasizes, “so it is important that we all honor them as the guidelines for our behavior in here.
This will help us all learn as much as we can.”
** 115. Mrs. Ossi’s thinking best illustrates which of the following stages?
a. Market exchange
b. Interpersonal harmony
c. Law and order
d. Social contract
** 116. According to Kohlberg’s theory, Mrs. Ossi is likely to be most successful if she teaches:
a. first graders.
b. third graders.
c. fifth graders.
d. eighth graders.
* 117. Carol Gilligan suggests that the “morality of caring” proceeds through three steps. Which of the following
is not one of those steps?
a. A focus on an individual’s own needs
b. Care for another in response to that person’s caring for the individual
c. Care for others who are not able to care for themselves
d. Recognizing that personal relationships are interdependent and extending compassion to all of
humanity.
* 118. Of the following, which best describes Carol Gilligan’s criticism of Kohlberg’s work?
a. His work fails to adequately consider the ways in which emotions influence morality.
b. His work fails to adequately consider the ways in which gender influences morality.
c. His work fails to adequately consider the ways in which culture influences morality.
d. His work fails to adequately consider the ways in which learner exceptionalities influence morality.
* 119. To encourage the development of a morality of caring, Carol Gilligan recommends that teachers do which
of the following?
a. Reinforce students with praise and other rewards when they display behaviors that demonstrate
caring.
b. Use acceptable forms of punishment, such as timeout, when students display behaviors that indicate
a lack of caring.
c. Create a curriculum that provides students with opportunities to think and talk about moral issues
involving caring.
d. Invite guest speakers involved in caring professions, such as doctors, nurses, and ministers into class
to discuss the importance of caring.
* 120. The painful emotion aroused when people recognize that they have failed to act or think in ways they
believe are good, is best described as:
a. shame.
b. guilt.
c. distress.
d. empathy.
* 121. The ability to experience the same emotion someone else is feeling is described as:
a. empathy.
b. compassion.
c. distress.
d. guilt.
Chapter 3: Personal, Social, and Moral Development
19
* 122. The ability to understand shame, guilt, and empathy, in ourselves as well as others is best described as:
a. moral development.
b. emotional intelligence.
c. ethical reasoning.
d. morality of caring.
* 123. When young people feel ashamed or guilty about something that they have done, which of the following is
the most valid conclusion?
a. They have low self-esteem.
b. They will develop aggressive tendencies.
c. Their social development will be impaired.
d. Their moral development has advanced.
* 124. Which of the following are components of emotional intelligence?
a. Shame, anger, empathy
b. Shame, guilt, empathy
c. Anger, guilt, frustration
d. Guilt, shame, frustration
Use the following information for items 125 and 126.
Ashley, Donna, Paige, and Charlotte are planning a sleep over, and they are considering who else they should
ask.
“How about Jasmine?” Ashley wonders.
“No, she talks too much,” Charlotte counters.
“But her feelings will really be hurt if we don’t,” Paige adds.
“So?” Charlotte shrugs. “She’ll never find out.”
“I think it’s okay,” Donna adds. “She’s actually funny, and I like her.”
** 125. Based on the evidence in the vignette, the one whose moral development is most advanced is:
a. Ashley.
b. Paige.
c. Charlotte.
d. Donna.
** 126. Based on the evidence in the vignette, the one whose moral development is least advanced is:
a. Ashley.
b. Paige.
c. Charlotte.
d. Donna.
Essay Items
** 127. Explain the differences between the moral, conventional, and personal domains, and provide an example to
illustrate these differences.
Chapter 3: Personal, Social, and Moral Development
20
Use the following information for items 128 and 129.
You’re a teacher, and you’re in an informal conversation with a group of students in your room. The kids are
comfortable with you and are very open about their behaviors in their classes. The discussion happens to turn to the
issue of cheating.
“I have to admit that I cheat in there,” Leroy admits, in reference to Mrs. Cosby’s class. “Everybody is doing
it.”
“So do I,” Tanya shrugs. “Cosby is always grading papers or something when we have tests. We could cheat
right under her nose, and she’d never catch us.”
“I don’t,” Antonio says. “When Mrs. Cosby talked to us about rules at the beginning of the year, she had us help
her with our rules for the class, and we agreed that we would be honest and never cheat.”
“I don’t either,” Jasmine adds. “‘Behave honestly at all times’ is on our list of rules.”
The discussion continued.
** 128. Which student (or students) best illustrates Piaget’s description of external morality? Explain.
** 129. Which student (or students) best illustrates Piaget’s description of autonomous morality? Explain.
** 130. Identify Kohlberg’s stage of moral reasoning for each of the students in the vignette. Explain.
** 131. Describe Gilligan’s primary criticism of Kohlberg’s work, and offer an example to illustrate the criticism.
** 132. Explain how emotions relate to moral development, and provide an example to illustrate your explanation.
** 133. Describe four guidelines for promoting moral development in our students, and provide an example of
each.
Obstacles to Healthy Development
* 134. Which of the following are generally viewed as obstacles to healthy development in students?
1. Obesity
2. Alcohol and drugs
3. Technology
4. Child abuse
5. Peer aggression
a. 1, 2, 3, 4, 5 b. 2, 3, 4, 5 c. 1, 3, 4, 5 d. 1, 2, 4, 5
** 135. Madison is a high achiever in school, but she is modest about her achievement and never talks about it. She
also attempts to be friendly and agreeable and enjoys groupwork in class. She, however, faces social
problems, such as peer rejection and negative perceptions.
Based on research examining obstacles to healthy development, and the evidence in the vignette above,
which of the following is the most likely reason for Madison’s problems?
a. Her peers are jealous of her record of high achievement.
b. Madison displays negative personality traits, such as neuroticism.
c. Madison lacks social skills.
d. Madison is overweight.
Chapter 3: Personal, Social, and Moral Development
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* 136. Of the following, which is the greatest protective factor against student abuse of alcohol and drugs?
a. Classroom management, a classroom management system that administers immediate consequences
for students who come to school high on alcohol or drugs.
b. School connectedness, the belief by students that adults and peers in the school care about both their
learning and them as individuals
c. Class activities, discussions during which teachers present information about the dangers of alcohol
and drug abuse.
d. Guest speakers, health officials who make presentations to students outlining the negative impact of
alcohol and drug abuse on learner development.
** 137. You suspect that one of your students is being abused, but you aren’t completely sure. You have taken
notes documenting the reasons for you concerns, and you have the notes on file. You are reluctant to report
your suspicions, however, because you fear a lawsuit?
Of the following, which is your most appropriate course of action?
a. To prevent a lawsuit, wait until you have more evidence, and continue to take notes to document
your suspicion.
b. Speak to a trusted colleague who is a veteran in the teaching profession, and ask him or her for
advice.
c. Do nothing; child abuse is outside the context of schooling and should be handled by health and law
enforcement officials.
d. Report your suspicions immediately; you’re protected from a lawsuit because of your
documentation.
* 138. Aggressive acts that can damage interpersonal relationships, such as spreading a rumor or ostracizing a
peer, best describe which of the following?
a. Bullying
b. Physical aggression
c. Relational aggression
d. Hostile aggression
* 139. Of the following, which type of aggression is most common in boys?
a. Physical aggression
b. Relational aggression
c. Social aggression
d. Manic aggression
* 140. 24. Of the following, which type of aggression is most common in girls?
a. Physical aggression
b. Relational aggression
c. Emotional aggression
d. Cognitive aggression
* 141. Which of the following best describes the relationship between students who are aggressive in schools,
delinquency, and problems later in life?
a. Students who are aggressive in schools are at increased risk for both delinquency and problems in
later life.
b. Students who are aggressive in schools are at increased risk for delinquency but are not at increased
risk for problems in later life.
c. Students who are aggressive in schools are at increased risk for problems in later life but are not at
increased risk for delinquency.
d. Students who are aggressive in schools cause problems in schools but are not at risk for delinquency
or problems in later life.
Chapter 3: Personal, Social, and Moral Development
22
** 142. Which of the following best illustrates a hostile attributional bias?
a. Kenneth gets a thrill out of threatening children younger than himself and watching them squirm.
b. Alvaro thinks that he will be more popular with the members of his gang if he acts tough around
school.
c. Katrina tends to spread gossip when she hears it and periodically starts rumors about people she
doesn’t like.
d. When Placido accidentally brushes by Kayla as she’s standing by her locker, she believes he is
trying to harass her.
* 143. Which of the following best describes trends in school violence since the mid-1990s?
a. It has generally increased, and incidents of mass shootings have increased significantly.
b. It has generally increased, although incidents of mass shooting have actually decreased.
c. It has generally stayed about the same since the mid-1990s.
d. It has generally decreased since the mid–1990s.
* 144. Which of the following is the best definition of a school bully?
a. A student who reacts with hostility in response to provocation or frustration
b. A student who spreads malicious rumors about a peer
c. A student who frequently threatens, harasses, or causes injury to peers
d. A student who views others’ behaviors as hostile or aggressive
* 145. Of the following, which type of student is a bully most likely to target?
a. An athlete
b. A high-achieving student
c. An outgoing and friendly student
d. A student with a disability
Use the following information for items 146 and 147.
Jerome’s dad is shy and lacks social skills. He avoids school functions because he is nervous around Jerome’s
teachers.
Alonzo’s dad is a migrant worker from Mexico. He speaks little English and relies on Olonzo to interpret
information in newspapers and news magazines.
Morton’s dad is a rigid disciplinarian and periodically makes satisfied comments, such as “This guy was trying
to get in my face, so I took him out with a right hand to the jaw.”
Kevin’s dad walked out on the family when Kevin was 2 years old. His mother struggles to make a living for
Kevin and his two sisters, and Kevin has a job outside of school to help out.
** 146. If their behavior fits patterns identified by research, the student most likely to become a bully is:
a. Jerome.
b. Alonzo.
c. Morton.
d. Kevin.
** 147. If their behavior fits patterns identified by research, the student most likely to develop hostile attributional
bias is:
a. Jerome.
b. Alonzo.
c. Morton.
d. Kevin.
Chapter 3: Personal, Social, and Moral Development
23
** 148. Jeremy is small for his age and is regularly taunted with hurtful comments such as being called a sissy.
Finally, out of frustration, Jeremy brings a knife to school and threatens to stab one of the students who
taunt him. Which of the following best represents Jeremy’s behavior?
a. Bullying
b. Relational aggression
c. Interpersonal aggression
d. Reactive aggression
* 149. The form of peer aggression that involves a systematic or repetitious abuse of power between students is
best described as:
a. social problem solving.
b. bullying.
c. arrested development.
d. harassment.
* 150. According to research examining bullying, which of the following groups is most likely to bully other
students?
a. Students at the top of the social hierarchy
b. Students at the bottom of the social hierarchy
c. Students in the middle of the social hiearchy
d. Students in both the top and the middle of the social hierarchy
* 151. A form of peer aggression that occurs when students use electronic media to harass or intimidate other
students is called:
a. relational aggression.
b. cyberbullying.
c. physical aggression.
d. social bullying.
Essay Items
** 152. Describe four obstacles to development in young people, and explain how each detracts from healthy
development.
* 153. Describe two general sets of problems that overweight youth face, and explain how these problems detract
from healthy development.
* 154. Identify two reasons why recess is important in schools, and explain why recess has been cut back and even
eliminated in many schools.
* 155. Explain why alcohol and drug abuse are obstacles to healthy development. Identify three factors in your
explanation.
** 156. Sophia, one of your students, is a high achieving student who typically displays positive personality traits,
such as extraversion, agreeableness, and low neuroticism. She is well thought of and gets along with her
peers. . However, she has recently changed quite. She has become withdrawn, she doesn’t interact with her
classmates, and she looks down and says nothing when you call on her. Normally well groomed, she has
been coming to school looking unkempt.
Based on research examining obstacles to healthy development and the evidence presented in the
vignette, what is the most likely reason for the abrupt change in Sophia?’
Chapter 3: Personal, Social, and Moral Development
24
CHAPTER THREE ANSWERS
Personality Development
The Development of Identity and Self-Concept
Chapter 3: Personal, Social, and Moral Development
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Social Development
Chapter 3: Personal, Social, and Moral Development
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Development of Morality, Social Responsibility, and Self-Control
Chapter 3: Personal, Social, and Moral Development
27
Obstacles to Healthy Development
Chapter 3: Personal, Social, and Moral Development
28