Erikson's Psychosocial Stages Quiz

The first stage of Erikson's psychosocial development, occurring during infancy (0-1 year), where the infant learns to trust others based on whether their basic needs are consistently met. If needs are not met consistently, the infant may develop mistrust.

The second stage of Erikson's theory, happening during early childhood (2-3 years), where the child begins to develop a sense of independence and self-control. If they are encouraged to explore and make choices, autonomy flourishes. Excessive control or criticism can lead to shame and doubt.

The third stage of Erikson's theory, during play age (3-6 years), where children explore their surroundings and take initiative. If they are praised for their efforts and allowed to experiment, they develop a sense of purpose. Overly controlling parents or punishments can lead to guilt.

The fourth stage of Erikson's theory, occurring during school age (7-11 years), where children develop a sense of competence and self-confidence based on their accomplishments. Persistent failures or lack of support may lead to feelings of inferiority.

The fifth stage of Erikson's theory, happening during adolescence (12-18 years), where teenagers explore different roles and develop a sense of identity. Inability to establish an identity or navigate this exploration can lead to role confusion.

The sixth stage of Erikson's theory, occurring during early adulthood (19-29 years), where individuals seek intimacy and meaningful connections with others. Difficulty forming these connections can lead to feelings of isolation.

According to Marcia, it is a state in adolescent identity formation where the individual has explored various possibilities and made commitments to an occupation, ideology, and other key aspects of their life. It brings a sense of self-coherence.

Marcia's term for a state of adolescent identity formation where the individual is actively exploring different possibilities but has not yet made firm commitments. It involves wrestling with identity questions.

Marcia's term for a state of adolescent identity formation characterized by apathy and lack of exploration. Individuals show little interest in forming an identity.

According to Marcia, it refers to the state of accepting an identity without actively exploring other possibilities. Usually, this happens by adhering to parental values or societal expectations without seeking a personal identity.

The gradual process of developing political identities and ideologies through exposure to various influences. Family, peers, cultural groups, and personal experiences shape one's political views.

A shared sense of belonging and unity within a group, often based on common values, goals, beliefs, or experiences. It reinforces social cohesion and fosters a shared sense of purpose.

The shared attitudes, values, goals, and practices within a society, political party, or group regarding political systems, processes, and leadership. It reflects the underlying beliefs and norms that shape political behavior.

The cultural norms, values, and practices of a society's upper class, often associated with higher education, economic advantages, and influence on policymaking.

Cultural products and trends widely consumed by the general public, often influenced by media, technology, and popular entertainment. It can reflect societal values and influence political discourse.

Distinctive cultural groups within a larger society, often facing challenges related to diversity, inclusion, and representation. They can exert influence on political movements and social change.