Question :
21) The difference between self-concept and self-esteem that
A) self-concept an : 1184158
21) The difference between self-concept and self-esteem is that
A) self-concept is an affective reaction while self-esteem is a cognitive structure.
B) self-concept is a cognitive structure while self-esteem is an affective reaction.
C) self-esteem is a general concept while self-concept is specific to a given situation.
D) there is actually little or no difference between self-esteem and self-concept.
22) Which one of the following statements is TRUE regarding the development of self-concept?
A) A person with a positive self-concept in one school subject is almost certain to have a positive self-concept in other subjects.
B) Older children’s academic self-concept may be quite different than their physical self-concept.
C) Poor performance is most damaging to a student’s self-concept in science and math courses.
D) The developing self-concept remains quite stable throughout early and late childhood.
23) The development of children’s self-concept evolves by means of
A) constant self-evaluation in many different situations.
B) contrasting themselves with their peers.
C) differentiating between their skills and those of their peers.
D) gauging the verbal reactions of significant others.
24) George attends a rural middle school in Virginia. On standardized achievement tests given in George’s school, the school average is near the national average. George’s friend Harold attends an elite private school in Washington, D.C. The average score of students at Harold’s school on the same achievement measure is well above the national average. According to Marsh, George is more likely to feel better about his abilities than does Harold, even though both boys received high scores on the test. What developmental concept is illustrated?
A) “Big Fish, Little Pond”
B) Gradual development
C) Identity diffusion
D) Moratorium
25) The implication of the “Big Fish, Little Pond” idea is that
A) children in “average” schools may feel better about their own abilities than those in “high-ability” schools.
B) larger schools are likely to promote higher achievement than smaller schools.
C) self-concept is lower when competition is weaker than when it is stronger.
D) smaller schools offer limited opportunities for self-concept to develop.
26) Research suggests that the relationship between self-esteem and success in school is a
A) causal relationship.
B) negative relationship.
C) positive relationship.
D) zero relationship.
27) Programs designed to increase students’ self-esteem such as “Student of the Month” have
A) had little effect on increasing self-esteem.
B) are relevant only for certain ethnic cultures.
C) have a great influence on increasing students’ self-esteem.
D) should be used only in special education classes.
28) Which one of the following students is expected to have the highest self-esteem?
A) Charlene, who won the tennis tournament after the number one seed was injured
B) Jennifer, who scored highest in her class on the physics exam even though she hated physics
C) Richard, who won Best-of-Class in a statewide modeling competition
D) Terry, who became class president after the elected president moved to a new school
29) Woolfolk has suggested that self-esteem is probably increased the most by
A) demonstrating competence in valued knowledge domains.
B) demonstrating understanding in school subjects.
C) having a rich and diverse social life.
D) receiving public recognition and rewards.
30) A recent study that followed 761 middle-class students from first grade through high school discovered the following about diversity and self-esteem:
A) Boys are more confident than girls in their abilities in math and science
B) There are no gender differences between boys and girls’ self-esteem
C) Girls feel more confidence than boys in math
D) There are major differences between boys and girls in all subject areas
