QUESTION 2: EVIDENCE-BASED QUESTION (EBQ)
This question has three parts: Part A, Part B, and Part C. Use the three sources provided to answer all parts of the question.
For Part B and Part C, you must cite the source that you used to answer the question. You can do that in two different ways:
- Parenthetical Citation - For example: “...(Source A)”
- Embedded Citation - For example: “According to Source A,...”
Write the response to each part of the question in complete sentences. Use appropriate psychological terminology.
Using the sources provided, develop and justify an argument about adolescent identity formation.
(A) Propose a specific and defensible claim based on psychological science that responds to the question.
(B)(i) Support your claim using at least one piece of specific and relevant evidence from the source
(B)(ii) Explain how the evidence from Part B (i) supports your claim using a psychological perspective, theory, concept, or research finding learned in AP Psychology
(C)(i) Support your claim using an additional piece of specific and relevant evidence from a different source than the one that was used in Part B (i).
(C)(ii) Explain how the evidence from Part C (i) supports your claim using a different psychological perspective, theory, concept, or research finding learned in AP Psychology than the one that was used in Part B (ii).
[collapsible: Click here for Source A]##Source A
Introduction
Research shows that a highly competitive learning atmosphere can harm students' non-cognitive skills, like their ability to manage emotions and stress. This can lead to feelings of despair and anxiety, which can stunt both physical and mental growth. Constant comparisons with peers can make students lose confidence and develop a sense of helplessness, reducing their motivation to explore and invest in their future.
Parents play a significant role in this cycle by using reward systems to push their children into this competitive mode. This can create a negative attitude towards competition. Teenagers, influenced by the pressure to succeed, may feel confused and lost. Parents' anxiety often transfers to their children through negative parenting styles and poor communication, increasing the psychological burden on students and hindering their personal development.The study aims to explore how different parenting styles affect teenagers' development of self-identity, especially in a competitive educational environment. Positive parental support can boost a child's confidence and problem-solving abilities, encouraging self-exploration and resilience. On the other hand, negative parenting styles, like excessive control or favoritism, can lead to negative self-concepts and poor self-evaluation.
Building a strong self-identity is crucial during adolescence. It helps teenagers develop resilience, face challenges, and form healthy relationships. Good self-identity is linked to better personality development, social adaptation, and overall happiness. Parents' involvement and support are key to helping teenagers navigate the pressures of competition and develop a positive sense of self.
In conclusion, the study seeks to understand the relationship between parenting styles, competitive attitudes, and the development of self-identity in teenagers. It highlights the importance of balancing competition with cooperation and emotional support to promote healthy development and well-being.
Participants
Students from two schools in Suzhou took part in this study during the 2022–2023 school year. The researcher got permission from the school principals and informed consent from the students. The students were told about the study's purpose and process before they started. The researcher gave out the questionnaires during school hours, and it took about 15 minutes to complete. Participation was voluntary and anonymous, and students could stop at any time. The researcher explained how to fill out the surveys.
A total of 512 students participated, including 246 girls and 266 boys, aged between 12 and 18 years old, with an average age of about 15 and a half years. The students were from different grades: 92 were in 7th grade, 96 in 8th grade, 64 in 9th grade, 92 in 10th grade, 92 in 11th grade, and 76 in 12th grade. The researchers used a method called "convenience sampling," which means they selected students who were easily available to participate.
Method
The Competitive Attitudes Scale, revised by Chen and colleagues in 2003, measures how competitive someone is. It has 27 questions divided into two parts: positive attitudes and overcompetitive attitudes. Students answer each question on a scale from 1 (Strongly disagree) to 5 (Strongly agree). Higher scores mean a person has a more competitive attitude. An example question is, "When I lose a competition, I feel like I'm not as valuable." In this study, the reliability of the overcompetitive part of the scale was 0.71, which means it is fairly consistent.Short form parental style questionnaire (short form-Egna Minnen av. Barndoms Uppfostran, S-EMBU), called S-EMBU, was created by Arrindell in 1983 and updated by Jiang in 2010. It has 21 questions to find out how parents raise their children. The questions are divided into three categories: "rejection," "emotional warmth," and "overprotective." An example question is, "My father praises me." Students answer on a scale from 1 (Almost never true) to 4 (Almost always true). Higher scores show more of that parenting style. The reliability scores for different parts of the questionnaire were all above 0.70, which means they are reliable.
The Ego Identity Status Scale was first made by Jia in 1983 and translated into Chinese by Zhang in 2000. It has 12 questions divided into three parts: "present self-involvement," "past crisis," and "desire for future involvement." An example question is, "I am working hard to achieve my goal." Students answer on a scale from 1 (Completely disagree) to 6 (Completely agree). This scale measures six different states of ego identity, like Achieved and Foreclosure. The rel...
