Francisco, a fifth grader, shows industriousness when he ...

[vicotolentino]

Francisco, a fifth grader, shows industriousness when he __________.
 
  A) designs a robot and enters a competition with it
  B) says he is popular with most of his peers
  C) attributes his poor math skills to bad luck that day
  D) disagrees with his parents about cutting his hair

Question 2

Discuss the influences of culture, gender, and ethnicity on self-esteem in middle childhood.
 
  What will be an ideal response?

[Chocorrol77]

Answer to Question 1

Answer: A

Answer to Question 2

Answer: Cultural forces profoundly affect self-esteem. An especially strong emphasis on social comparison in school may explain why Chinese and Japanese children, despite their higher academic achievement, score lower than U.S. children in self-esteema difference that widens with age. At the same time, because their cultures value social harmony, Asian children tend to be reserved in positive self-judgments but generous in praise of others. Gender-stereotyped expectations also affect self-esteem. By the end of middle childhood, girls feel less confident than boys about their physical appearance and athletic abilities. With respect to academic self-esteem, boys, again, are somewhat advantaged: Whereas girls score higher in language arts self-esteem, boys have higher math and science self-esteemeven when children of equal skill levels are compared. At the same time, girls exceed boys in self-esteem dimensions of close friendship and social acceptance. Compared with their European-American agemates, African-American children tend to have slightly higher self-esteem, possibly because of warm extended families and a stronger sense of ethnic pride. Finally, children and adolescents who attend schools or live in neighborhoods where their SES and ethnic groups are well-represented feel a stronger sense of belonging and have fewer self-esteem problems.