Adolescence 16th Edition Santrock Test Bank

Adolescence 16th Edition Santrock
Test Bank
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Chapter 07
Moral Development, Values, and Religion
1. Moral development includes moral
A. thought.
B. feelings.
C. behavior.
D. All of these choices are correct.
Accessibility: Keyboard Navigation
APA: 1.2 Develop a working knowledge of psychology’s content domains
Bloom's Taxonomy: Remember
Difficulty: Basic
Learning Goal: 1
2. The theorist who developed a major stage theory of moral development is

A. Lawrence Kohlberg.
B. John Money.
C. Timothy Malone.
D. Susan Cloninger.
APA: 1.1 Describe key concepts, principles, and overarching themes in psychology
Difficulty: Basic
Learning Goal: 1
3. The key concept in understanding Kohlberg's theory of moral development is

A. externalization.
B. internalization.
C. individualism.
D. collectivism.
Bloom's Taxonomy: Understand
Difficulty: Moderate
Learning Goal: 1
4. The two stages of Kohlberg's preconventional reasoning level are individualism, instrumental purpose, and exchange, and
A. punishment and obedience orientation.
B. social systems morality.
C. social contract morality.
D. None of these choices are correct.
Learning Goal: 1
5. Chip obeys adults because they tell him to obey them. According to Kohlberg, Chip is in which stage of moral
development?
A. mutual interpersonal perspective
B. punishment and obedience orientation
C. conventional reasoning
D. conformity orientation
APA: 1.3 Describe applications of psychology
Bloom's Taxonomy: Apply
Learning Goal: 1
6. Kohlberg's conventional reasoning level consists of two stages. One is called mutual interpersonal expectations,
relationships, and interpersonal conformity. The other is called
A. universal ethical principles.
B. heteronomous morality.
C. social systems morality.
D. social contract morality.
Difficulty: Basic
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McGraw-Hill Education.
Learning Goal: 1
7. Lucia argues that community members need to obey laws in order for the community to work effectively. According to
Kohlberg, Lucia is in which stage of moral development?
A. social systems morality
B. social contract morality
C. mutual interpersonal expectations morality
D. universal ethical principles
Learning Goal: 1
8. The highest level of Kohlberg's theory of moral development is

A. conventional reasoning.
B. utilitarian reasoning.
C. postconventional reasoning.
D. universal reasoning.
Difficulty: Basic
Learning Goal: 1
9. Which of the following statements regarding Kohlberg's theory of moral development is NOT true?
A. Most adolescents reason at Stage 3.
B. Stage 5 never characterizes more than 10 percent of the individuals.
C. Stage 6 has recently been removed from the Kohlberg moral judgment scoring manual.
D. Most people in their mid-thirties reason at Stage 3.
Bloom's Taxonomy: Analyze
Learning Goal: 1
10. Which of the following factors has been found to influence movement through Kohlberg's stages of moral development?
A. cognitive conflict
B. modeling
C. peer relationships
D. All of these choices are correct
Learning Goal: 1
11. Lance's parents encourage family discussions about value-laden issues such as the death penalty, abortion, and amnesty
for illegal immigrants. As a result, Lance is likely to think at
A. more advanced levels of moral reasoning than other people his age.
B. the same level as his parents.
C. Stages 5 or 6 of Kohlberg's stages.
Learning Goal: 1
12. In recent years, there has been an increased emphasis on the role of ______ in moral development.
A. values clarification programs
B. parenting
C. teachers
D. peers
Learning Goal: 1
13. Criticisms of Kohlberg's theory of moral development have included all of the following, EXCEPT that Kohlberg
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A. placed too much emphasis on moral thought.
B. may not have done high-quality research.
C. may have underestimated the care perspective.
D. placed too much emphasis on moral behavior.
Learning Goal: 1
14. Which of the following statements regarding Kohlberg's theory of moral development and culture is
TRUE?
A. Stages 5 and 6 have been found in all cultures.
B. Kohlberg's scoring system is appropriate for all cultures.
C. Moral reasoning is more culture-specific than Kohlberg envisioned.
D. People around the world shift from Stage 3 to Stage 4 at approximately the same time.
Learning Goal: 1
15. Carol Gilligan's theory is based on a(n) ______ perspective toward morality.
A. equity
B. justice
C. care
D. individualistic
Difficulty: Basic
Learning Goal: 1
16. What differences exist between Kohlberg's and Gilligan's theories of moral development?
A. Gilligan postulated an ethic of justice; Kohlberg postulated an ethic of care.
B. Kohlberg postulated an ethic of justice; Gilligan postulated an ethic of care.
C. Gilligan postulated an ethic of equity; Kohlberg postulated an ethic of care.
D. Gilligan postulated an ethic of individualism; Kohlberg postulated an ethic of collectivism.
Learning Goal: 1
17. Gilligan found that girls, ages 6-18, consistently interpreted moral dilemmas in terms of
A. human relationships.
B. fairness and gender equity.
C. social norms.
Difficulty: Basic
Learning Goal: 1
18. Which of the following statements regarding gender differences in moral development between males and females is
TRUE?
A. Males generate more interpersonal conflict than females.
B. There is no evidence to support Gilligan's claim that Kohlberg downplayed female moral thinking.
C. Young adolescent girls use more justice-based reasoning about dating dilemmas than do boys.
D. Females rated prosocial dilemmas as less significant than did males.
Learning Goal: 1
19. The Defining Issues Test (DIT) was designed by

A. James Rest.
B. Robert Sternberg.
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C. Carol Gilligan.
D. Joel Olsteen.
Difficulty: Basic
Learning Goal: 1
20. The Defining Issues Test (DIT) expands on Kohlberg's series of moral dilemmas by adding
A. a list of definitions of the major issues involved.
B. rating scales for each issue involved.
C. lists for the four most important issues involved in a moral dilemma.
Learning Goal: 1
21. Alberto has taken a test that gives him a series of moral dilemmas to evaluate. He is asked to rate the importance of each
issue involved and to develop a list of the four most important issues involved in each dilemma. Alberto has taken the
A. Minnesota Multiphasic Personality Inventory (MMPI).
B. Defining Issues Test (DIT).
C. 16 PF Test.
D. Thematic Apperception Test (TAT).
Learning Goal: 1
22. Which of the following has been used to explain how adolescents learn moral behavior and why behaviour differs from
one person to another?
A. reinforcement
B. punishment
C. modeling
Learning Goal: 1
23. Riley's parents praise her frequently for volunteering at Community Table, an organization that provides dinners for the
poor and the homeless. Riley is likely to
A. continue to volunteer at the Community Table.
B. stop volunteering at the Community Table, but volunteer at another service-based organization.
C. continue to volunteer at the Community Table and expand her volunteer activities to other places.
D. cut back on the hours that she volunteers at the Community Table.
Learning Goal: 1
24. Which of the following statements regarding moral behavior is NOT true?
A. Moral behavior is situation-dependent.
B. Adolescents are more likely to cheat when their friends pressure them to do so.
C. Adolescents are likely to display consistent moral behavior in diverse social settings.
D. Adolescents are more likely to cheat when the chance of being caught is slim.
Learning Goal: 1
25. Which theory of moral development emphasizes a distinction between adolescent moral competence and moral
performance?
A. self-efficacy theory
B. social cognitive theory
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C. social competence theory
D. None of these choices are correct
Learning Goal: 1
26. Marcy believes that self-regulation, rather than abstract reasoning, is the key to positive moral development. Which of
the following theorists shared Marcy's view?
A. George Kelly
B. Abraham Maslow
C. B. F. Skinner
D. Albert Bandura
Learning Goal: 1
27. Denise helps organize a five-mile walk to raise money for a good cause, the Brain Injury Association. Denise's work is
an act of
A. altruism.
B. egocentrism.
C. proactive behavior.
D. empathy.
Learning Goal: 1
28. Which of the following statements regarding prosocial behavior is NOT true?
A. Adolescents engage in more prosocial behavior than do children.
B. Adolescent females regard themselves as more prosocial than adolescent males.
C. The biggest gender difference in prosocial behavior is in kindness and considerate behavior.
D. Prosocial behavior occurs more in childhood than in adolescence.
Learning Goal: 1
29. According to Freud, children develop the superego by

A. identifying with their opposite-sex parent.
B. identifying with their same-sex parent.
C. projecting their basic hostility onto their siblings.
D. internalizing their own anxiety.
Learning Goal: 1
30. Which of the following statements accurately reflects the psychoanalytic account of moral development?
A. Inwardly directed hostility is experienced as depression.
B. Children are openly hostile to their parents until age 4 or 5.
C. Adolescents avoid committing transgressions for fear of punishment.
D. Children and adolescents conform to societal standards to avoid guilt.
Learning Goal: 1
31. According to Freud, when the moral standards of the _____ are violated, the individual feels _____.
A. id; anger
B. ego; shame
C. conscience; guilt
D. ego ideal; doubt
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Difficulty: Difficult
Learning Goal: 1
32. Which of the following is NOT one of Erikson's three stages of moral development?
A. specific moral learning in childhood
B. ideological concerns in adolescence
C. ethical consolidation in adulthood
D. identity development in emerging adulthood
Learning Goal: 1
33. Alex, age 12, always helps his elderly grandmother by carrying her plate to the table and making sure that she always has
her cane ready before she gets up. Alex says he feels sad that his Nana is getting weaker and not able to do as much for
herself. Alex is showing
A. sympathy.
B. empathy.
C. pity.
D. neurotic anxiety.
Learning Goal: 1
34. Which one of the following is more likely show empathy?

A. a 15-year-old boy
B. a 7-year-old boy
C. a 15-year-old girl
D. All are equally likely to show empathy.
Learning Goal: 1
35. Contemporary moral development theorists emphasize that

A. both positive feelings and negative feelings contribute to moral development in adolescence.
B. both positive and negative emotions provide the foundation for the acquisition of moral values.
C. moral emotions are not enough to build adolescents' moral awareness.
Learning Goal: 1
36. Recently there has been an interest in the fourth dimension of moral development, which is
A. moral personality.
B. moral emotions.
C. moral values.
D. moral beliefs.
Learning Goal: 1
37. Which of the following is NOT one of the three aspects of the moral personality?
A. moral identity
B. moral character
C. moral integrity
D. moral exemplar
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Difficulty: Basic
Learning Goal: 1
38. Gretchen's moral notions and commitments are central to her life. A developmentalist would say that Gretchen has
developed a:
A. moral character.
B. moral identity.
C. moral integrity.
D. moral exemplar.
Learning Goal: 1
39. Recent research has found that having a weak moral identity is related all but which of the following?
A. moral self-reflection
B. depression and anxiety
C. sexual risk taking
D. drug use
APA: 2.4 Interpret, design, and conduct basic psychological research
Learning Goal: 1
40. Which of the following is part of James Rest's view of moral character?
A. having the strength of your convictions
B. persisting
C. overcoming obstacles
Learning Goal: 1
41. Moral character presupposes that the person has

A. set moral goals and is committed to act in accord with these goals.
B. formally learned the morals of society.
C. had moral guides or mentors.
Learning Goal: 1
42. People who have lived exemplary lives are known as:
A. moral exemplars.
B. moral characters.
C. moral elitists.
D. moral dignitaries.
Learning Goal: 1
43. Which of the following is NOT one of the types of moral exemplars?
A. brave
B. just
C. caring
D. honest
Difficulty: Basic
Learning Goal: 1
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44. Researchers consider the core of all three types of moral exemplars to include the traits of honesty and
A. agreeableness.
B. conscientiousness.
C. emotional stability.
D. dependability.
Learning Goal: 1
45. Jodie is trying to decide how she feels about cheating and those who cheat. This internal struggle is consistent with
which theory of moral development?
A. social domain theory
B. social cognitive theory.
C. Kohlberg’s stages of moral development
D. Freud’s psychoanalytic theory
Learning Goal: 1
46. Margaret's parents refuse to talk to her if she displeases them in any way. They tell her younger brother that Margaret is a
big disappointment to them if she gets any grade below a B. Margaret's parents are using which of the following discipline
techniques?
A. power assertion
B. induction
C. deduction
D. love withdrawal
Learning Goal: 2
47. What is the primary way in which parents influence the moral development of teens?
A. Providing opportunities for their children to question their own moral beliefs.
B. Providing explanations of their own moral beliefs.
C. Imposing rules and regulations without explanations.
D. Interaction with teens in situations in which moral reasoning is required.
Learning Goal: 2
48. Freud believed in encouraging moral development in children by instilling

A. confidence.
B. fear of losing parental love.
C. collaboration.
D. control.
Difficulty: Basic
Learning Goal: 2
49. Parents who attempt to gain control over their adolescent or his or her resources are using a discipline technique known
as
A. authoritative.
B. induction.
C. power assertion.
D. love withdrawal.
Difficulty: Basic
Learning Goal: 2
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50. Chelsea's father takes away her cell phone and her iPod whenever she does something that he views as "disrespectful."
Chelsea's father is using which of the following discipline techniques?
A. authoritative
B. power assertion
C. love withdrawal
D. induction
Learning Goal: 2
51. The discipline technique in which a parent uses reason and explanation of the consequences for others of the adolescent's
actions is known as
A. deduction.
B. rationality.
C. induction.
Learning Goal: 2
52. Which of the following statements regarding the effects of parental discipline on an adolescent is NOT true?
A. Any discipline produces arousal on the part of the adolescent.
B. Power assertion evokes a high level of anxiety.
C. Love withdrawal evokes considerable anxiety.
D. Both B and C
Learning Goal: 2
53. Which of the following statements regarding the use of the induction technique of discipline is TRUE?
A. Induction works better with older children and adolescents than with preschool children.
B. Induction focuses on the adolescent's shortcomings.
C. Induction works just as well as love withdrawal for adolescents.
D. Induction works better on children from low SES families than with children from middle SES families.
Learning Goal: 2
54. Research has found that moral children have parents who do all EXCEPT
A. foster an external sense of morality.
B. involve children in family decision-making.
C. model moral behaviors.
D. use inductive discipline.
Learning Goal: 2
55. Sandy and Will are the parents of two sons, William, age 15, and Thomas, age 14. The boys have to call one of their
parents as soon as they get home from school, and they are not allowed to do anything but homework or reading until their
parents get home. They are only allowed to socialize with teens whose parents are friends of Sandy and Will. They can
attend school dances only when Sandy or Will chaperone. Sandy and Will are using which type of parenting strategy?
A. cocooning
B. pre-arming
C. pampering
D. protecting
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Learning Goal: 2
56. Katie's parents know that their daughter will inevitably be confronted by peers who want to offer her alcohol or drugs.
They spend time talking with her about how to resist these harmful situations, and they even role-play with her to increase
her skills. Katie's parents are engaging in which type of parenting strategy?
A. cocooning
B. pre-arming
C. pampering
D. protecting
Learning Goal: 2
57. Justin's school has rules about behaviors, and teachers clearly transmit the attitude that students should be respectful and
considerate of others. According to John Dewey, the rules and moral atmosphere of Justin's school make up its
A. values curriculum.
B. belief system.
C. overt curriculum.
D. hidden curriculum.
Learning Goal: 2
58. Currently 40 out of 50 states provide mandates to schools requiring them to provide some sort of
A. values-clarification.
B. service learning.
C. character education.
D. cognitive moral education.
Learning Goal: 2
59. Isabel learns in school that some behaviors, such as lying and cheating, are wrong and do harm to others. Isabel's school
has adopted which approach to teaching basic moral literacy?
A. values clarification
B. character education
C. cognitive moral education
D. explicit moral code
Learning Goal: 2
60. A relatively new approach to character education that helps students to develop moral concepts emphasizes
A. a care perspective.
B. an equity perspective.
C. a justice perspective.
Difficulty: Basic
Learning Goal: 2
61. Maria participates in a moral education program where students are encouraged to define their own values and
understand the values of others. This program is using which approach to moral development?
A. cognitive moral education
B. service learning
C. values sharing
D. values clarification
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Learning Goal: 2
62. Kendra's class on moral education consists of small-group discussions on a number of moral issues. Kendra's school has
adopted a _____ approach to moral education.
A. values clarification
B. cognitive moral education
C. moral character
D. moral literacy
Learning Goal: 2
63. In a cognitive moral education program, teachers act as

A. directors.
B. instructors.
C. coaches.
D. facilitators.
Difficulty: Basic
Learning Goal: 2
64. Mr. Hale has his tenth-grade honors English class tutor younger children in reading and writing. Mr. Hale's students are
engaged in
A. volunteerism.
B. co-operative learning.
C. service learning.
D. moral induction.
Learning Goal: 2
65. Which of the following statements regarding service learning is NOT true?
A. Boys participate more in service learning than girls.
B. Service learning takes learning out into the community.
C. Service learning is often more effective when the students have a choice of activities.
D. Service learning benefits adolescents in a number of different ways.
Learning Goal: 2
66. Austin volunteers to help senior citizens learn basic computer skills. If Austin is like many students who participate in
service learning, Austin will
A. have high grades in school.
B. have excellent computer skills.
C. have elderly grandparents who inspire him to give back to the community.
D. probably not volunteer when he gets older.
Learning Goal: 2
67. Recent research on the benefits for volunteers and those who receive volunteer services suggest that
A. recipients benefit when adolescents are mandated to participate in service learning; adolescents are negatively affected.
B. required service learning results in hostility and is not good for either the volunteer or the recipient.
C. more adolescents should be required to participate in service learning programs.
D. service learning programs should be introduced in middle school.
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Learning Goal: 2
68. Which of the following students would be considered a cheater?

A. Brooke, who falsifies her lab reports
B. Bobbi, who adds six unearned hours to her monthly record of service learning
C. Ariel, who buys a research paper from a friend
Learning Goal: 2
69. Ms. Sacco's U.S. history students perceive her to be incompetent. They also think that she is unfair and that she does not
care about her students. According to recent research, Ms. Sacco's students are likely to
A. hate U.S. history.
B. complain to the principal about her class.
C. cheat in her class.
D. be rude and disrespectful to her.
Learning Goal: 2
70. Mr. Gates, who teaches World Geography, frequently gives out a test and then leaves the room to pick up his mail in the
office or to get coffee. What does research predict Mr. Gates' students are likely to do while he is out of the room?
A. cheat on his tests
B. not cheat on his tests, because he clearly trusts them
C. have increased anxiety about his tests because he is not in the room
D. report his behavior to their parents
Learning Goal: 2
71. Professor Dawson clearly spells out, both verbally and on his syllabus, what constitutes cheating in his class. His
colleague, Professor Curtis, assumes that students know what behaviors are cheating and doesn't mention her policies.
According to research, what is likely to happen in these two professors' classes?
A. Students in Professor Curtis' class will be less likely to cheat than students in Professor Dawson's class.
B. Students in Professor Dawson's class will be less likely to cheat than students in Professor Curtis' class.
C. Students in both classes will cheat approximately 50 percent of the time.
D. Whether or not students cheat depends on the subject material.
Learning Goal: 2
72. An integrative approach to moral education encompasses the _____ and ______.
A. reflective moral thinking of Kohlberg; values clarification approach
B. cognitive moral education approach; service learning
C. reflective moral thinking of Kohlberg; character education
D. care perspective of Gilligan; values clarification
Learning Goal: 2
73. The Child Development Project is an example of

A. a moral exemplar program.
B. a values-clarification program.
C. a service-learning program.
D. an integrated approach to moral education.
Difficulty: Basic
7-12
Learning Goal: 2
74. A program in which adults coach students in ethical decision making, and students have a caring experience in the
classroom and community is called the
A. Child-Centered Learning Project.
B. Child Development Project.
C. Innocence Project.
D. No Child Left Behind Initiative.
Difficulty: Basic
Learning Goal: 2
75. The goal of the integrative ethical education program is to

A. help students to define and clarify their moral values.
B. have students practice their ethical skills in the community.
C. turn moral novices into moral exemplars.
D. have students identify clear moral and immoral behaviors.
Learning Goal: 2
76. According to the proponents of integrative ethical education, moral experts possess all of the following skills EXCEPT
A. ethical mandates.
B. ethical sensitivity.
C. ethical judgment.
D. ethical actions.
Learning Goal: 2
77. Our beliefs and attitudes about the way things should be are our
A. values.
B. ethics.
C. morals.
D. stereotypes.
Difficulty: Basic
Learning Goal: 3
78. Jordan says that he wants to make as much money as he can after college so that he can retire at age 45. He plans to
"save every dime" that is not needed for his basic living expenses. David says that he wants to earn a decent salary but that
he is more interested in using some of his earnings to travel and meet interesting people. Jordan and David have different
A. ideas about how to spend their time.
B. goals for their lives.
C. values about money.
Learning Goal: 3
79. Which of the following statements about the values of today's college students is NOT true?
A. Today's college students are less interested than earlier students in personal well-being.
B. Today's college students are less interested than earlier students in the well-being of others.
C. College students today are strongly motivated to be well-off financially.
D. Today's college students are less motivated than earlier students to develop a meaningful philosophy of life.
Learning Goal: 3
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80. Recent research has shown that more college freshmen today than in 1990 are interested in
A. immigration.
B. the homeless.
C. the working poor.
D. volunteer or community-service programs.
Learning Goal: 3
81. Which of the following is a recent trend in religion among adolescents and emerging adults?
A. There is a downward trend in religious interest among college students.
B. Religious issues are important to many adolescents and emerging adults.
C. More than twice as many first-year students as in 1978 reported no religious preference.
D. All of these are recent trends.
Learning Goal: 3
82. Religiousness is associated with all of the following EXCEPT

A. attendance at religious services.
B. frequency of prayer.
C. overall importance of religion in everyday life.
D. frequency of discussing religious teachings.
Learning Goal: 3
83. Which of the following statements regarding religiousness around the world is TRUE?
A. Attending religious services is highest at age 12.
B. Emerging adults in developing nations were more likely than their counterparts in developed nations to be religious.
C. Belief in God is high among adolescents and emerging adults in Japan.
D. Attending religious services declines from ages 14-18 and then rises again at age 20.
APA: 3.3 Adopt values that build community at local, national, and global levels
Learning Goal: 3
84. Researchers have found that having a religious affiliation is linked to

A. lower rates of delinquency.
B. lower rates of drug use.
C. lower rates of depression.
Learning Goal: 3
85. Brandi has begun to question how God can let so many people die in natural disasters, and she struggles to reconcile how
an all-powerful God and an all-merciful God can exist in the same being. Brandi is most likely in which developmental
period?
A. adolescence
B. emerging adulthood
C. young adulthood
D. late childhood
Learning Goal: 3
86. Aaron thinks about what kind of life he wants to live. He wonders if there really is a God, and whether he truly believes
or is going along with the beliefs of his parents. Aaron is most likely in which developmental period?
7-14
A. adolescence
B. emerging adulthood
C. young adulthood
D. late childhood
Learning Goal: 3
87. The type of moral reasoning that focuses on social consensus is

A. empathy reasoning.
B. behavioral reasoning.
C. prosocial reasoning.
D. social conventional reasoning.
Difficulty: Basic
Learning Goal: 1
88. Alyssa, age 17, was brought up in the Baptist church but recently she has begun to go to the Buddhist temple in the next
town. She tells her parents that she is "all done with the Baptists." According to research, Alyssa probably
A. is testing her parents.
B. is going through a phase, and will return to the Baptist church within a year.
C. has conflict with her parents.
Learning Goal: 3
89. Joel shuts his cell phone off upon entering a church to attend a funeral service. Joel's action is an example of
A. a conventional rule.
B. a moral rule.
C. an ethical rule.
Learning Goal: 1
90. Which of the following statements regarding religion and parenting is NOT true?
A. Adolescents who have a positive relationship with their parents are likely to adopt their parents' religious affiliation.
B. Children and adolescents tend to adopt the religious teachings of their parents.
C. Mothers are more influential than fathers in religious development of their children.
D. Adolescents who have a positive relationship with their parents are more likely to seek a religion that is different from
their parents' religion.
Learning Goal: 3
91. Moral rules are _____, while conventional rules are _____.
A. personal; impersonal
B. to promote organization; to ensure justice
C. optional; obligatory
D. obligatory; optional
Learning Goal: 1
92. Which of the following statements about religion and sexual activity is TRUE?
A. Most churches discourage premarital sex.
B. All churches forbid premarital sex.
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C. Most religions do not talk about sexual matters in their services.
D. Adolescents who attend religious services are more likely than those who do not to engage in sex as a way of rebellion.
Learning Goal: 3
93. Which of the following is considered a personal, rather than moral or conventional, issue?
A. choice of friends
B. choice of activities
C. privacy
Learning Goal: 1
94. Mackenzie, a 20-year-old college student, attends church weekly and makes prayer a part of her daily activities.
According to research, Mackenzie is likely to have
A. fewer sexual encounters than her less religious counterparts.
B. a fear of contracting HIV from unprotected sexual intercourse.
C. a fear of an unplanned pregnancy from unprotected sexual intercourse.
Learning Goal: 3
95. Define and list the three components of moral development.
Moral development involves thoughts, behaviors, and feelings regarding standards of right and wrong. Moral development
has an intrapersonal dimension (a person's basic values and a sense of self) and an interpersonal dimension (a focus on what
people should do in their interactions with other people). The intrapersonal dimension regulates a person's activities when he
or she is not engaged in social interaction. The interpersonal dimension regulates people's social interactions and arbitrates
conflict.
Learning Goal: 1
96. Name and describe Kohlberg's first level of moral reasoning and its two stages.
Kohlberg's first level of moral reasoning is known as preconventional reasoning. At this level, the individual shows no
internalization of moral values. Instead, moral reasoning is controlled by external rewards and punishments. The two stages
of the preconventional level are 1) punishment and obedience orientation, and 2) individualism, instrumental purpose, and
exchange. In the first stage, moral thinking is tied to punishment. In the second stage, individuals pursue their own interests
but let others do the same. Thus, what is right involves an equal exchange.
Learning Goal: 1
97. Name and describe Kohlberg's second level of moral reasoning and its two stages.
Conventional reasoning is the second, or intermediate, level in Kohlberg's theory of moral development. At this level,
internalization is immediate. Individuals abide by certain standards (internal), but they are the standards of others (external),
such as parents or the laws of society. The conventional reasoning level has two stages: 1) mutual interpersonal expectations,
relationships, and interpersonal conformity; and 2) social systems morality. In the first stage, mutual interpersonal
expectations, relationships, and interpersonal conformity, individuals value trust, caring, and loyalty to others as a basis of
moral judgment. In the second stage, social systems morality, moral judgments are based on understanding the social order,
law, justice, and duty.
Learning Goal: 1
98. Name and describe Kohlberg's third level of moral reasoning and its two stages.
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Postconventional reasoning is the third and highest level in Kohlberg's theory of moral development. At this level, morality
is completely internalized and is not based on others' standards. The individual recognizes alternative moral courses,
explores the options, and then decides on a personal moral code. The postconventional level consists of two stages: 1) social
contract or utility and individual rights and 2) universal ethical principles. Social contract or utility and individual rights is
Kohlberg's fifth stage. At this stage, individuals reason that values, rights, and principles undergird or transcend the law. A
person evaluates the validity of actual laws and examines social systems in terms of the degree to which they preserve and
protect fundamental human rights and values. Universal ethical principles is the sixth and highest stage of Kohlberg's theory
of moral development. At this stage, the person has developed a moral standard based on universal human rights. When
faced with a conflict between law and conscience, the person will follow conscience, even though the decision might involve
personal risk.
Learning Goal: 1
99. Describe James Rest's Defining Issues Test and explain why this test was developed.
Some developmentalists fault the quality of Kohlberg's research and stress that more attention should be paid to the way
moral development is assessed. James Rest argued that, rather than relying on a single method that requires individuals to
reason about hypothetical moral dilemmas, alternative methods should be used to collect information about moral thinking.
The Defining Issues Test (DIT) attempts to determine which moral issues individuals feel are most critical in a given
situation, by presenting them with a series of dilemmas and a list of definitions of the major issues involved. Subjects are
given five stories and asked to rate the importance of each issue in deciding what ought to be done. Then they are asked to
list what they believe are the four most important issues. Rest argued that this method provides a way to assess moral
thinking that is more valid and reliable way than Kohlberg's method.
Learning Goal: 1
100. Compare and contrast Gilligan's theory of moral development with Kohlberg's theory of moral development.
Gilligan argues that Kohlberg's theory of moral development does not adequately reflect relationships and concern for
others. Kohlberg's theory is a justice perspective, a moral perspective that focuses on the rights of the individual. In this
perspective, individuals stand alone and make independent moral decisions. By contrast, Gilligan's perspective is a care
perspective, which views people in terms of their connectedness with others. This perspective emphasizes interpersonal
communication, relationships with others, and concern for others. Gilligan believed that Kohlberg greatly underplayed the
care perspective in moral development. In addition, Kohlberg did most of his research with males, rather than females. In
contrast, Gilligan studied females, primarily girls, 6 to 18 years of age.
Learning Goal: 1
101. What are the basic processes that behaviorists argue are responsible for forming moral behavior in adolescents? How
effective are these processes?
The familiar processes of reinforcement, punishment, and imitation have been invoked to explain how and why adolescents
learn certain moral behaviors and why different people's behaviors differ. These processes are effective in shaping moral
behavior. When adolescents are positively reinforced for behavior that is consistent with laws and social conventions, they
are most likely to repeat the behavior. Conversely, when adolescents are punished for immoral and unacceptable behaviors,
those behaviors can be eliminated.
However, there are emotional side effects to the use of punishment. Although these methods are effective, the effectiveness
of reinforcement and punishment depends on how consistently they are administered and the schedule that is adopted. The
effectiveness of a model depends on the characteristics of the model and the presence of cognitive processes, such as
symbolic codes and imagery, to enhance retention of the modelled behavior.
Bloom's Taxonomy: Evaluation
Learning Goal: 1
102. Explain the social cognitive theory of moral development, and distinguish between moral competence and moral
performance.
The social cognitive theory of moral development emphasizes a distinction between adolescents' moral competence, their
ability to produce moral behaviors, and moral performance, which is the enactment of those behaviors in specific situations.
Competence is the outgrowth of cognitive-sensory processes.
Competencies include what adolescents are capable of doing, what they know, their skills, their awareness of moral rules and
regulations, and their cognitive ability to construct behaviors. In contrast, adolescents' moral performance or behavior is
determined by their motivation and by rewards and incentives to act in a moral way.
7-17
Learning Goal: 1
103. Define prosocial behaviors, and discuss the gender differences in prosocial behavior found by recent research.
Prosocial behaviors are behaviors that help another person without expectation of any reward or gain on the part of the
helper. Adolescent females view themselves as more prosocial and empathetic than males, and they also engage in more
prosocial behavior than males. A review of research found that across childhood and adolescence, females engaged in more
prosocial behavior than did males. The biggest gender differences occurred for kind and considerate behavior and the
smallest difference for sharing.
Learning Goal: 1
104. Describe Freud's psychoanalytical view of moral development.
In Freud's classical psychoanalytic theory, an individual's superego, the moral branch of the personality, develops in early
childhood. To reduce anxiety, avoid punishment, and maintain parental affection, children form a superego by identifying
with their same-sex parent. Through this identification, children internalize their parents' standards of right and wrong, which
in turn, reflect the norms of society. At the same time, children turn inward the hostility that was previously aimed at the
same-sex parent. This inwardly directed hostility is then unconsciously experienced as guilt. In the psychoanalytic view of
moral development, self-punitive guilt keeps children and adolescents from committing transgressions. The superego
consists of two main components: the ego ideal and the conscience. The ego ideal is the component of the superego that
involves behaviors approved by parents. The conscience is the component of the superego that involves behaviors not
approved by parents. An individual's ego ideal rewards the individual by conveying a sense of pride and personal value when
the individual acts according to moral standards. The conscience punishes the person for acting immorally by making the
individual feel guilty and worthless.
Learning Goal: 1
105. List Erikson's three stages of moral development. Explain the stage related to adolescence.
Erikson outlined three stages of moral development: specific moral learning in childhood, ideological concerns in
adolescence, and ethical consideration in adulthood. According to Erikson, individuals search for an identity during
adolescence. If adolescents become disillusioned with the moral and religious beliefs that they acquired during childhood,
they are likely to lose, at least temporarily, their sense of purpose and to feel that their lives are empty. This loss may lead
adolescents to search for an ideology that will give some purpose to their lives.
Learning Goal: 1
106. What is the contemporary perspective of moral development in adolescents?
Today, many developmentalists believe that both positive feelings, such as empathy, sympathy, admiration, and self-esteem,
as well as negative feelings, such as anger, outrage, shame, and guilt, contribute to adolescents' moral development. When
strongly experienced, these emotions influence adolescents to act in accord with standards of right and wrong. Such
emotions as empathy, shame, guilt, and anxiety over other people's violation of standards are present early in development,
but they undergo developmental change in childhood and adolescence.
Learning Goal: 1
107. Explain what is meant by the fourth dimension of moral development, and describe the components of this fourth
dimension.
The fourth dimension of moral development is moral personality. Recently there has been a surge of interest in moral
personality. Three aspects of a moral personality have recently been emphasized: moral identity, moral character, and moral
exemplars. Individuals have moral identity when moral notions and commitments are central to their lives. In this view,
behaving in a manner that violates this moral commitment places the integrity of one's self at risk. Moral character involves
having the strength of your convictions, persisting, and overcoming obstacles and distractions. Moral character presupposes
that the person has set moral goals and that achieving those goals involves the commitment to act in accord with those goals.
Moral exemplars are people who have lived exemplary lives. They have a moral personality, identity, character, and a set of
virtues that reflect moral excellence and commitment.
Learning Goal: 1
7-18
108. Describe the three parental discipline techniques that developmentalists have shown to be associated with moral
development.
The three parental discipline techniques that have been associated with moral development are love withdrawal, power
assertion, and induction.
Love withdrawal is a technique in which a parent withholds attention or love from the adolescent. This induces fear of
punishment and fear of losing the parents' love as a way of attempting to produce moral behavior. However, this type of
discipline has been shown to produce a high level of arousal and anxiety in adolescents.
Power assertion is a discipline technique in which the parent attempts to gain control over the adolescent or the adolescent's
resources. This can generate hostility in the adolescent, along with a high degree of emotional arousal.
Induction is the discipline technique in which a parent uses reason and explanation of the consequences for others for the
adolescent's actions. Induction is more likely to produce a moderate level of arousal in adolescents, a level that permits them
to attend to the cognitive rationales that the parents offer. According to research, induction is more positively related to
moral development than love withdrawal or power assertion.
Learning Goal: 2
109.
List at least five characteristics of parents that your text identifies as being helpful in producing moral children.
Parents who tend to produce moral children are warm and supportive rather than punitive. They use inductive discipline and
provide opportunities for children to learn about the perspectives and feelings of others. They afford their children
opportunities to participate in family decisions and to think about moral decisions. Parents should model moral thinking and
moral behavior themselves. Giving children clear behavioural expectations and fostering an internal sense of morality helps
them to develop in a moral way.
Learning Goal: 2
110. Compare and contrast the three main ways in which schools teach moral development.
Three main ways schools use to teach moral development are character education, values clarification, and cognitive moral
education. All three approaches have different objectives, methods of teaching, and roles for the teacher.
Character education is a direct education approach that involves teaching students a basic moral literacy to prevent them
from engaging in immoral behavior and doing harm to themselves and others. The argument is that some behaviors are
clearly morally wrong and that students need to be taught this throughout their education. Character education is taught
through class discussions, role playing, and rewarding students for proper behavior. It is also demonstrated for students
through the moral code of the school.
Values clarification involves helping students to clarify what their lives are for and what is worth working for. Unlike
character education, which tells students what their values should be, values clarification encourages students to define their
own values and to understand the values of others.
Cognitive moral education is based on the belief that students should learn to value such things as democracy and justice as
their moral reasoning develops. With this approach, students meet for a course in which the teacher acts as the facilitator
rather than as a director, the role assumed in character-education approach. The hope is that students will develop more
advanced notions of such concepts as cooperation, trust, responsibility, and community.
Learning Goal: 2
111. Define and describe what is meant by "service learning." Explain the goals and benefits of service learning.
Service learning is a form of education that promotes social responsibility and service to the community. In service learning,
adolescents engage in a number of activities that benefit others. An important goal of service learning is that adolescents
become less self-centered and more strongly motivated to help others. Service learning is more effective when students have
some degree of choice in the service activities in which they participate and when there are opportunities to reflect about
their participation. Service learning has been linked to a number of benefits for adolescents who participate, including higher
grades in school, increased goal-setting, higher self-esteem, an improved sense of being able to make a difference for others,
and an increased likelihood that they will serve as volunteers in the future. For some students, the opportunity to work in the
community as part of a school program led to lower dropout rates.
Learning Goal: 2
112. Describe situations in which students are likely to cheat, and explain some of the strategies that can be implemented to
decrease cheating behavior.
7-19
Several studies have shown that it is the power of the situation that determines whether or not students will cheat. Students
are more likely to cheat when they are not being closely monitored during a test, when they know that their peers are
cheating, if they know whether or not another student has been caught cheating, and when student scores are made public.
Strategies for decreasing academic cheating include making students aware of what constitutes cheating and what the
consequences will be if they cheat, closely monitoring students' behavior while they are taking tests, and teaching the
importance of being a moral, responsible individual who engages in academic integrity.
Learning Goal: 2
113. Describe current trends in the values of college students. Be sure to compare the values of adolescents living in the
United States to those of adolescents living in other parts of the world.
There are some signs that U.S. college students are shifting toward a stronger interest in the welfare of society. Interest in
developing a meaningful philosophy of life increased. More college students said that the chances were very good that they
would participate in volunteer or community-service programs. Research on values of adolescents in seven different
countries revealed that family values of compassion and social responsibility were linked to adolescent participation in
community service, commitment to serving their country, and empathy for disenfranchised groups.
Learning Goal: 3
114. Describe social conventional reasoning and conventional rules.
Social conventional reasoning focuses on thoughts about social consensus and convention. In contrast, moral reasoning
emphasizes ethical issues. Conventional rules are created to control behavioral irregularities and maintain the social system.
Conventional rules are arbitrary and subject to individual judgment.

Learning Goal: 1
115. Describe trends in religious interests in adolescents and emerging adults.
Although religious issues are important to many adolescents and emerging adults, in the twenty-first century there has been a
downward trend in religious interest among college students. In 2007, more than twice as many first-year students than in
1978 reported that they have no religious preference. A recent developmental study revealed that religiousness declined from
14 to 20 years of age in the United States. More changes occurred in attending religious services than in religiousness. The
World Values Survey of 18- to 24-year-olds revealed that emerging adults in less developed countries were more likely than
their counterparts in more developed countries to be religious.
Learning Goal: 3
116. Describe at least four positive outcomes of religion for adolescents.
Researchers have found that various aspects of religion are linked with positive outcomes for adolescents. Adolescents who
viewed religion as a meaningful part of their life and a way to cope with problems were half as likely as adolescents who did
not view religion as important to use drugs. Going to church has been linked to better grades for students from low-income
backgrounds. Indonesian Muslims revealed that their religiousness was linked to social competence, positive peer
relationships, academic achievement, emotional regulation, prosocial behavior, and self-esteem. Religious affiliation has
been linked to lower rates of delinquency, drug use, and depression. Religious youth are more apt to engage in community
service than nonreligious youth.
Learning Goal: 3
Category # of Questions
Accessibility: Keyboard Navigation 94
APA: 1.1 Describe key concepts, principles, and overarching themes in psychology 6
APA: 1.2 Develop a working knowledge of psychology’s content domains 53
APA: 1.3 Describe applications of psychology 30
APA: 2.4 Interpret, design, and conduct basic psychological research 4
APA: 3.3 Adopt values that build community at local, national, and global levels 1
Bloom's Taxonomy: Analyze 19
Bloom's Taxonomy: Apply 29
Bloom's Taxonomy: Evaluation 1
Bloom's Taxonomy: Remember 51
7-20
Bloom's Taxonomy: Understand 16
Difficulty: Basic 17
Difficulty: Difficult 9
Difficulty: Moderate 90
Learning Goal: 1 63
Learning Goal: 2 36
Learning Goal: 3 17
7-21

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Adolescence 16th Edition Santrock

2. The theorist who developed a major stage theory of moral development is

3. The key concept in understanding Kohlberg's theory of moral development is

8. The highest level of Kohlberg's theory of moral development is

19. The Defining Issues Test (DIT) was designed by

29. According to Freud, children develop the superego by

34. Which one of the following is more likely show empathy?

35. Contemporary moral development theorists emphasize that

41. Moral character presupposes that the person has

48. Freud believed in encouraging moral development in children by instilling

63. In a cognitive moral education program, teachers act as

68. Which of the following students would be considered a cheater?

73. The Child Development Project is an example of

75. The goal of the integrative ethical education program is to

82. Religiousness is associated with all of the following EXCEPT

84. Researchers have found that having a religious affiliation is linked to

87. The type of moral reasoning that focuses on social consensus is

95. Define and list the three components of moral development.

104. Describe Freud's psychoanalytical view of moral development.

106. What is the contemporary perspective of moral development in adolescents?

114. Describe social conventional reasoning and conventional rules.

Bloom's Taxonomy: Remember

115. Describe trends in religious interests in adolescents and emerging adults.

116. Describe at least four positive outcomes of religion for adolescents.

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