The way you see and define your self is known as your
A. self-esteem.
B. self-concept.
C. social identity.
D. self-esteem variability.

B

The extent to which you value yourself is known as your
A. self-esteem.
B. self-concept.
C. social identity.
D. possible selves.

A

The aspects of your self that you present to others is known as your
A. self-esteem.
B. self-concept.
C. social identity.
D. possible selves.

C

If you describe yourself to other people as extraverted, but in fact you are introverted, then extraversion is a part of your
A. self-esteem.
B. self-concept.
C. social identity.
D. possible selves.

C

Most people look at _____ first in a photo.
A. themselves
B. romantic partners
C. family members
D. close friends

A

People are especially sensitive to events that change their sense of self in
A. early childhood.
B. late adolescence.
C. middle adulthood.
D. late adulthood.

B

Our sense of self influences
A. how we evaluate life events.
B. how we interact with other people.
C. how others view us.
D. All of these.

D

A person who fails an exam will
A. feel bad if doing well on the exam was important to his or her self-concept.
B. feel bad if he or she has low self-esteem.
C. feel bad if he or she has high self-esteem.
D. likely begin to self-handicap.

A

People who evaluate their personal characteristics as positive
A. demonstrate identity contrast.
B. engage in selective valuation.
C. have high self-esteem.
D. have low self-esteem.

C

The information on your driver's license is mostly a part of your
A. self-esteem.
B. self-concept.
C. social identity.
D. possible selves.

C

There are _____ types of identify theft, _____.
A. two; impersonation and misrepresentation
B. two; account takeover and application fraud
C. three; impersonation, misrepresentation, and omission
D. three; account takeover, application fraud, and document falsification

B

The self-concept begins to develop as early as
A. infancy.
B. childhood.
C. adolescence.
D. adulthood.

A

_____ begins to develop when an infant notices that her or his body is distinct from the rest of the world.
A. Self-esteem
B. The self-concept
C. A social identity
D. The first possible self

B

People differ from most other animals in that
A. animals do not have traits.
B. animals do not have a self-concept.
C. animals do not engage in unconscious behavior.
D. All of these.

B

Children can follow rules set up by parents around the age of
A. 6 months.
B. 9 months.
C. 1 year.
D. 2 years.

D

Which of the following develops first in children?
A. Knowledge about their gender and age
B. The capacity for social comparison
C. A private self-concept
D. All of these develop about the same time.

A

When a person evaluates his performance relative to peers, he engages in
A. identity conflict.
B. identity deficit.
C. selective valuation.
D. social comparison.

D

Around the age of 5 or 6 years of age, children develop
A. the ability to engage in social comparison.
B. a private self-concept.
C. objective self-awareness.
D. the ability to engage in social comparison and a private self-concept.

D

Imaginary friends often indicate that a child has developed
A. the ability to engage in social comparison.
B. a private self-concept.
C. objective self-awareness.
D. an identity deficit.

B

Perspective taking usually develops around the age of _____ years.
A. 2
B. 5
C. 9
D. 13

D

The ability to see oneself as other people might is known as
A. a private self-concept.
B. social comparison.
C. perspective taking.
D. social identity.

C

Seeing oneself as the object of others' attention is know as
A. social comparison.
B. perspective taking.
C. objective self-awareness.
D. a private self-concept.

C

People living in modern societies begin to organize their lives in narrative terms in
A. early adolescence
B. late adolescence
C. early adulthood
D. late adolescence and early adulthood.

D

The specific knowledge structures of self-concepts are called
A. self-schema.
B. possible selves.
C. social identities.
D. self-esteem.

A

Self-schema
A. guides attention.
B. is stored in memory.
C. influences how we interpret the world.
D. All of these.

D

"Possible selves" describe who we
A. would like to become.
B. do not want to become.
C. think we might become.
D. All of these.

D

A person who has a possible self of a musician
A. knows that he or she will be a musician some day.
B. knows the steps he or she will need to take to become a musician.
C. will be guided towards musical opportunities.
D. All of these.

C

Possible selves
A. describe past behaviors.
B. motivate behavior.
C. are unrelated to behavior.
D. develop in early infancy.

B

_____ what a person wants to be.
A. Self-esteem is
B. The ideal self is
C. The ought self is
D. Possible selves are

B

A person's understanding of how others want him or her to be is know as the
A. "self-guide."
B. "deal self."
C. "ought self.
D. All of these.

C

Tory Higgins described _____ as standards that individuals use to organize information and motivate appropriate behavior.
A. self-guides
B. possible selves
C. self-esteem
D. identity crises

A

A person who is especially motivated to avoid harm
A. has high self-esteem.
B. is engaging in prevention focus.
C. is engaging in promotion focus.
D. has lost his or her self guide.

B

Compared to people with high self-esteem, people with low self-esteem are more
A. prevention focused.
B. promotion focused.
C. concerned with not failing than with succeeding.
D. prevention focused and more concerned with not failing than with succeeding.

D

Self-esteem is the sum of your _____ reactions to all the aspects of your self-concept.
A. positive
B. negative
C. positive and negative
D. positive, negative, and standard

C

When people behave in ways that are inconsistent with their self-concepts
A. they self-handicap.
B. they abandon their possible selves.
C. their self-esteem increases.
D. their self-esteem decreases.

D

_____ is the composite of self-evaluations across many different domains.
A. Self-esteem variability
B. Global self-esteem
C. Self-concept
D. None of these.

B

Self-esteem in the academic domain _____ with self-esteem in the physical attractiveness domain.
A. correlates highly
B. correlates moderately
C. correlates a little
D. does not correlate

B

A person who agrees with the statement, "I feel I do not have much to be proud of," would score _____ self-esteem.
A. low on academic
B. score high on academic
C. score low on global
D. score high on global

C

People _____ tend to respond to criticism with decreased motivation.
A. with low self-esteem
B. with high self-esteem
C. who are shy
D. who are not shy

A

People who score high on self-esteem tend to _____ after receiving failure feedback.
A. work harder
B. give up
C. become angry
D. increase their self-esteem

A

People who have low self-esteem
A. are interested only in positive feedback.
B. are interested only in negative feedback.
C. are not interested in receiving feedback.
D. do not differ from those high in self-esteem in their interest in feedback

A

People who _____ tend to be motivated by a fear of failure.
A. have high self-esteem
B. have low self-esteem
C. are shy
D. have low self-esteem and are shy

D

A person with high (as opposed to low) self-esteem would be more likely to respond to failure by
A. giving up.
B. accepting it.
C. thinking of other things that are going well.
D. becoming aggressive.

C

People who desire social contact but are held back by insecurity are best described as
A. having low self-esteem.
B. antisocial.
C. shy.
D. lacking self-schema.

C

People who are shy also
A. have low self-esteem variability.
B. are introverted.
C. score high on social anxiety.
D. All of these.

C

Kagan has found that about _____ percent of 4-month-old infants are shy.
A. 10
B. 20
C. 30
D. 40

B

Children who were shy as infants, but overcame their shyness
A. were encouraged into social interactions by parents.
B. were not encouraged into social interactions by parents.
C. did not have the shyness gene.
D. had parents that were more outgoing.

A

People who experience discomfort related to social interactions score
A. high on measures of self-esteem.
B. low on measures of self-esteem.
C. high on measures of social anxiety.
D. low on measures of social anxiety.

C

People who are socially anxious
A. are less likely to ask for help.
B. are often perceived as unfriendly.
C. do not want to have friends.
D. are less likely to ask for help and are often perceived as unfriendly.

D

To overcome shyness, people should
A. force themselves into social situations.
B. only enter social situations where they feel comfortable.
C. carefully monitor their part of the conversation.
D. take the view that conversation should come easily.

A

Which of the following is NOT a step that would tend to help decrease shyness?
A. Try not to avoid social situations.
B. Mentally review aspects of conversation that went poorly.
C. Pay attention to others.
D. Make more eye contact.

B

A person with many distinct aspects of self is best described as having
A. high self-esteem variability.
B. high global self esteem.
C. high self-complexity.
D. self guides.

C

People with low (as opposed to high) self-complexity
A. respond better to negative life events.
B. are devastated by negative life events.
C. tend to respond to failure with aggression.
D. score higher on measures of self-esteem.

B

A positive aspect of defensive pessimism is that
A. it helps transform anxiety into pleasure.
B. it leads to motivation.
C. other people find it attractive.
D. All of these.

B

When a person deliberately does something that increases the chances of failure, he or she is engaging in
A. defensive pessimism.
B. prevention focus.
C. promotion focus.
D. self-handicapping.

D

A person who goes to a wild, all-night party the night before an exam may be engaging in
A. stupidity.
B. prevention focus.
C. promotion focus.
D. self-handicapping.

D

People who score low in self-esteem are more likely to
A. engage in self-handicapping.
B. engage in defensive pessimism.
C. avoid failure feedback.
D. All of these.

D

Individual differences in short-term self-evaluations refer to the dimension of
A. self-esteem variability.
B. global self-esteem.
C. promotion focus.
D. prevention focus.

A

Self-esteem level and self-esteem variability
A. correlate at high levels.
B. do not correlate.
C. interact to predict important outcomes.
D. do not correlate and interact to predict important outcomes.

D

Which of the following is NOT a characteristic of people who score high on self-esteem variability?
A. Enhanced sensitivity to social events
B. Tendency for a low sense of self-worth
C. Tendency to react with anger and hostility
D. Increased concern about their self-view

B

Gender and ethnicity are necessarily a component of one's
A. self-concept.
B. self-esteem.
C. social identity.
D. None of these

C

The idea that identity remains relatively stable is referred to as identity
A. continuity.
B. contrast.
C. deficit.
D. conflict.

A

The idea that a people's identity sets them apart from others is known as identity
A. continuity.
B. contrast.
C. deficit.
D. conflict.

B

_____ first popularized the concept of identity.
A. Eysenck
B. Freud
C. Erikson
D. Skinner

C

Experimentation with different identities is most common in
A. childhood.
B. adolescence.
C. adulthood.
D. old age.

B

People differ in
A. the extent to which identity is important to them.
B. the amount of effort expended on creating an identity.
C. whether or not they have identities.
D. None of these.

A

Anxiety related to changes in one's identity is called identity
A. continuity.
B. contrast.
C. crisis.
D. All of these

C

When a person has failed to find an adequate identity, he or she experiences identity
A. continuity.
B. contrast.
C. deficit.
D. rigidity.

C

A person who has an identity deficit
A. has trouble making decisions.
B. experiences more identity contrast.
C. has more difficulty changing his or her identity.
D. has trouble making decisions and experiences more identity contrast.

A

When individuals discard their parents' values, they may be at risk for identity
A. conflict.
B. continuity.
C. contrast.
D. deficit.

D

Important and difficult life decisions are often accompanied by identity
A. rigidity.
B. contrast.
C. deficit.
D. conflict.

D

Identity conflicts are _____ conflicts.
A. approach-avoidance
B. approach-approach
C. avoidance-avoidance
D. All of these.

B

Midlife identity crises are most likely to be
A. approach-approach conflicts.
B. identity deficits.
C. identity conflicts.
D. identity contrasts.

B

The character Lester from the movie "American Beauty" most demonstrates the concept of
A. self-esteem variability.
B. defensive pessimism.
C. self-handicapping.
D. identity crisis.

D