Deck 9: Positive Traits

Question 1

As used by psychologists, traits refer to

A) external circumstances that influence people's behavior.
B) internal dispositions that influence how we look at the world.
C) family determinants of behavior.
D) all of the above

Answer 1

internal dispositions that influence how we look at the world.

Question 2

Within positive psychology a trait is considered "positive" because it contributes to or is associated with

A) happiness, emotional health, physical health, or virtue.
B) positive emotion, optimism, self-esteem, or well-being.
C) health or happiness.
D) longevity, quality of life, quality of relationships, and success.

Answer 2

happiness, emotional health, physical health, or virtue.

Question 3

Paul Meehl's humorous comment about "cerebral joy juice" was meant to express his belief that

A) a good life is all about finding joy and happiness.
B) people vary in their genetically-determined capacity to experience pleasure.
C) drugs such as alcohol are addictive because they make people feel happy, even if only temporarily.
D) scientists will ultimately locate both the place and the source of happiness in the brain.

Answer 3

people vary in their genetically-determined capacity to experience pleasure.

Question 4

Positive and negative affectivity as measured by Watson's PANAS scale refers to the

A) long-term consistency in peoples' experience of positive and negative emotions.
B) fluctuation of short-term positive and negative emotions in response to situational events.
C) influence of positive and negative emotions on a person's health and happiness.
D) influence of people's physical and social environment on the emotions they experience.

Question 5

As shown in Watson's research, the strongest predictive component and the most defining feature of happiness within the subjective well-being conception is

A) life satisfaction.
B) negative affect.
C) positive affect.
D) extraversion.

Question 6

Studies of identical and fraternal twins suggest that about ________of people's typical level of positive/negative affect and happiness is determined by genetics.

A) 10%
B) 25%
C) 50%
D) over 75%

Question 7

A used by psychologists, temperament refers to

A) a person's frustration-anger threshold.
B) a genetically-determined physiological disposition to respond to the environment in stable and typical manner.
C) the sum total of a person's enduring personality traits that are co- determined by genetics and the environment.
D) a person's baseline level of happiness.

Question 8

In Kagan's research on temperament, young infants who were classified as reactive typically went on to become _____________in later childhood and adolescence.

A) laid back, extraverted, and easygoing.
B) optimistic, hardworking, and strong achievers.
C) shy, reserved, and anxious.
D) hard to control and aggressive.

Question 9

The five-factor model and the Big Five Theory of personality

A) describe five relatively independent traits representing the essential features of a person's personality.
B) has been validated in many cultures.
C) describe traits shown to be highly heritable.
D) all of the above

Question 10

Which of the following list of traits are included in the five-factor model/Big Five Theory of personality?

A) self-esteem, optimism, and extraversion.
B) self-esteem, hardiness, and conscientiousness.
C) extraversion, neuroticism, and openness to experience.
D) self-efficacy, relatedness, and autonomy.

Question 11

Consistent with Paul Meehl's predictions, positive affectivity is strongly related to 1.________ and research also shows a strong connection between negative affectivity and 2.___________ .

A) 1. extraversion 2. neuroticism
B) 1. agreeableness 2. conscientiousness
C) 1. openness to experience 2. agreeableness
D) 1. extraversion 2. agreeableness

Question 12

One complication in determining whether the traits of extraversion and neuroticism explain (i.e. cause) differences in affectivity and happiness is that

A) measures of extraversion, neuroticism, affectivity. and happiness overlap and therefore may not be assessing independent factors.
B) researchers have been unable to tease out genetic from environmental causes.
C) extraversion and neuroticism may represent a single rather than two independent dimensions of personality.
D) all of the above

Question 13

From a eudaimonic perspective, research and arguments by Ryff suggests that personality may contribute to well-being

A) largely through influences on positive affect and happiness.
B) in multiple ways that may enhance health more than happiness.
C) by influencing the defense mechanisms people use to cope with stress.
D) influencing the quantity and quality of social support that people seek and receive.

Question 14

The concept of a Behavioral Activation System (BAS) and a Behavioral Inhibition System (BIS) and the BAS/BIS Sensitivity Scale refer to underlying physiological processes and individual differences related to

A) impulse and self-control.
B) self and other regulation of behavior.
C) extraversion and neuroticism.
D) approach and avoidance behaviors.

Question 15

According to the implications of recent research, particularly that of Carver and White using the BAS/BIS Sensitivity Scale, what individual difference variable may underlie personality, happiness, and a wide variety of behaviors such as achievement, self-control, and personal goals?

A) differences in people's basic approach and avoidance motivational orientation
B) differences in the strength of people's impulse restraint system
C) differences in people's eudaimonic versus hedonic orientation
D) differences in genetic versus environmental influences on well-being

Question 16

According to Diener and his colleagues, the fact that people's happiness set point seems to be set fairly high and that people may have different set points for different domains of their life (e.g. family & work)

A) supports both genetic determination and the hedonic treadmill concept.
B) suggests that genetics do not have much to do with happiness.
C) argues against strong genetic determination and the hedonic treadmill concept.
D) suggests that evolution has favored a variety of "happiness generating activities."

Question 17

Lyubormirsky has investigated the differences between very happy and unhappy people. Her studies show that unhappy people

A) are more sensitive to social comparisons.
B) take delight in the failings of others.
C) ruminate more over negative events and miss opportunities.
D) all of the above

Question 18

Self-esteem refers to

A) feelings of self-worth and value that results when the self judges itself.
B) evaluations of worth and value resulting from our comparisons to others.
C) people's feelings of competence when judged against objective standards of performance.
D) the degree of alignment between actual and ideal self.

Question 19

Research examining the relationship between self-esteem and happiness supports Myers conclusion that

A) feelings about the self and feelings about life are only weakly related.
B) it is better to be happy with life than with yourself.
C) social relationships cause the connection between self-esteem and happiness.
D) life satisfaction begins with self-satisfaction.

Question 20

One positive function of self-esteem is that self-esteem

A) provides a coping resource that buffers the stress associated with life events that threaten or deflate our self-image.
B) offers an ongoing basis for quality relationships.
C) enhances our social image and social acceptance.
D) is entirely subjective, our own view of ourselves, so even in the face of failure and rejection we can remain unaffected.

Question 21

According to sociometer theory (Leary, Tambor, et al.) the primary function of self-esteem is to

A) buffer the effects of ego-deflating events.
B) act as an internal index that monitors our degree of acceptance or potential rejection by others.
C) index the degree to which we feel inferior or superior to significant others.
D) maintain a positive view of ourselves despite criticism, rejection, and failure.

Question 22

Studies showing that the same traits associated with high self-esteem also make us likeable to others and that social anxiety is negatively correlated with self-esteem

A) support self-affirmation theory.
B) suggest the major problems with sociometer theory.
C) support sociometer theory.
D) suggest that self-esteem is a symptom and not a cause of behavior.

Question 23

When psychologists (e.g. Baumeister) examined the empirical evidence for the widespread cultural assumption that: a) low self-esteem was a significant cause of individual problems, such as school failure and drug abuse, and that b) raising self-esteem would "cure" these problems because of its many benefits, they found

A) support for both assumptions.
B) support for the problems associated with low self-esteem, but not the benefits of high self-esteem.
C) support for the value of high self-esteem, but not problems associated with low self-esteem.
D) weak support for either assumption.

Question 24

According to Crocker and her research on contingencies of self-worth, self-esteem researchers have paid too much attention to the level of self-esteem (high versus low) and to little attention to the

A) basis and source of self-esteem.
B) purpose and motives behind self-esteem.
C) ways that people compensate for low self-esteem.
D) superficial, shallow, and short-term strategies that people use to maintain and enhance their self-image.

Question 25

Contingencies of self-worth refer to domains of life, outcomes, and activities

A) on which people have staked their self-esteem.
B) defined by culture and on which all individuals in a society are evaluated.
C) shared by most people in all cultures.
D) valued because of their intrinsic interest and self-expressiveness.

Question 26

According to Crocker's contingencies of self-worth model, whether or not a student feels bad about failing a class depends on

A) the value placed on education within her or his culture.
B) whether academic competence is an important basis of his/her self- esteem.
C) the reactions of significant others in her/his environment such as family an friends.
D) whether the class is central or peripheral to his/her career goals.

Question 27

From the perspective of contingencies of self-worth, one possible explanation for the higher high-school dropout rate among African Americans compared to whites is that for some African American teenagers

A) self-esteem is both lower and less important than for whites or Asians.
B) their parents may not value education.
C) inferior schools and the stresses of poverty contribute to lower achievement.
D) self-esteem based on solidarity with peers may take precedence over self-esteem based on school achievement.

Question 28

Crocker and her associates have provided evidence that the effects of pursuing self-esteem as a primary life goal are striking similar to those associated with

A) a high achievement orientation.
B) narcissism and hedonism.
C) materialism.
D) perfectionism.

Question 29

As defined by Scheier and Carver, and measured by the LOT (Life Orientation Test), dispositional optimism refers to a

A) global expectation that the future will bring many good and few bad things.
B) positive attitude about people and the world.
C) genetically-determined positive temperament that pervades all aspects of a person's life.
D) belief that life is short so you might as well make the best of it.

Question 30

According to your textbook's research review, dispositional optimism is perhaps best regarded as a

A) source of hope and inspiration for the future.
B) personal resource that fosters resistance to distress in the face of life challenges and setbacks.
C) major contributor to positive social relationships.
D) a contributor to subjective, but not to objective well-being.

Question 31

Studies of the relationship between dispositional optimism and physical/emotional health find that compared to pessimism, optimism is associated with

A) less realistic and therefore less adaptive responses to serious emotional and health difficulties.
B) less depression, less distress in the face of serious illness, but no increase in illness recovery or length of life.
C) less depression, less distress in the face of serious illness, faster illness recovery, and a longer life.
D) less distress and depression, but increased risk for serious illness because of a "it won't happen to me attitude."

Question 32

According to the explanatory style view of optimism and pessimism developed by Seligman and his colleagues, a pessimist is person who believes that

A) negative events in their life result from unstable, specific, and external causes.
B) negative events in their life result from stable, global, and internal causes.
C) positive events in their life result from stable, global, and internal causes.
D) both positive and negative life events result from unstable, global, and external causes.

Question 33

According to the explanatory style view of optimism-pessimism, which of the following statements fits an optimistic style of explanation for a student's failure on a math exam?

A) "I'm just no good at math."
B) "I'm a bad test-taker."
C) "I had to work late and didn't have much time to study."
D) " College is more work than I can handle."

Question 34

Research studies of optimism, defined and measured as explanatory style,

A) shows a pattern of effects and outcomes that are quite similar to those shown for dispositional optimism.
B) has found the internal-external explanatory dimension to be less predictive than the stable and global dimensions.
C) are based on people's explanations for negative life events only.
D) all of the above

Question 35

One of he ways that optimism "works" is that optimists

A) maintain a positive attitude that promotes social support from others while pessimists' defeatist attitude diminishes support from others.
B) use more effective, active, and flexible coping strategies while pessimists use more passive strategies such as denial and withdrawal.
C) are not afraid to ask for help from others while pessimists believe asking for help is a sign of weakness.
D) avoid many of the most serious problems in life while pessimists are often their own worst enemy.

Question 36

Based on their review of optimism research and the coping styles relevant to dealing with controllable and uncontrollable events, Ness and Segerstrom suggest that

A) pessimistic people are better than optimists at accepting the things they cannot change.
B) optimists distinguish between controllable and uncontrollable threats and adjust their coping strategies accordingly.
C) optimism in the face of uncontrollable threats, such as terminal illness, becomes harmful and maladaptive.
D) in the face of uncontrollable negative life events, switching from optimism to pessimism is the most adaptive coping approach.

Question 37

According to Norem and Cantor, someone who expects the worst, but is usually quite successful because their anxiety motivates preparation for an upcoming task, would be described as a (an)

A) optimistic pessimist.
B) pessimistic optimist.
C) defensive pessimist.
D) defensive optimist.

Question 38

What do the following three statements describe?
- Setting low expectations to soften the blow of failure.
- Preparing in advance by anticipating the worst.
- Channeling anxiety into productive purposes.

A) the positive functions of defensive pessimism
B) the coping strategies of optimists
C) the negative effects of pessimism
D) why optimists do better than pessimists

Question 39

Despite their performance successes, defensive pessimists may pay a price

A) by sacrificing long-term success for longer-term gain.
B) by putting their own success ahead of others.
C) in higher levels of anxiety, neuroticism, and less support from others.
D) in their inability to sustain anxiety-driven performance over long periods of time.

Question 40

Studies of John Henryism exemplify the importance of

A) optimism in overcoming life disadvantages such as those faced by many African Americans.
B) social support in turning optimism into reality.
C) optimism coupled with self-esteem.
D) optimism that is also realistic and supported by resources.

Question 41

One unresolved issue in the study of optimism that complicates the interpretation of the connection between optimism and well-being outcomes concerns the meaning and measure of optimism. Are optimism and pessimism two ends of a single continuum or two independent dimensions? This issue is about whether

A) it is the presence of optimism or the absence of pessimism that is the most important predictor of well-being.
B) optimism is always good and pessimism always bad for well-being.
C) optimism enhances emotional well-being, but damages physical well-being.
D) how much optimism is "too much."

Question 42

Cross-cultural studies that compare optimism-pessimism within Asian and American samples find that

A) optimism-pessimism show the same relationship to well-being in both cultures supporting the universality of this personal quality.
B) Asians are more optimistic than Americans.
C) pessimism predicts more effective coping in Asian cultures and fits the pattern of findings for defensive pessimism.
D) Americans show more unrealistic optimism and Asians more realistic optimism.

Question 43

According to Shelly Taylor and her colleagues, an exaggerated sense of self- control, perceiving yourself as better than average, and believing that your future will be rosy, all represent

A) negative illusions that diminish well-being.
B) positive illusions that enhance well-being.
C) how optimism can lead to unrealistic thinking.
D) the potential darker side of positive traits.

Question 44

The concept of depressive realism is supported by researching showing that mildly depressed people (compared to the non-depressed)

A) are more accurate in their judgments of themselves and their life, supporting a sadder-but-wiser effect.
B) are less accurate in their self and life judgments, supporting the importance of realism for mental health.
C) are very negative in their self and life judgments, supporting the role of pessimistic attitudes in depression.
D) have great difficulty in making self and life judgments, supporting the role of self, goal and value confusion in depression.