A Quiz on Teens: 5 Common Misconceptions Even You Might Still Believe

It’s a challenge to understand teens – for both adults and teens themselves. Check out this quiz to sort out myth from reality and get the latest scientific findings on the adolescent brain.

1. In general, teens are far less capable than adults of having self-control and holding back.

True or False

Teens’ capacity for self-control under neutral situations is almost equal to adults, but significantly worse than adults and other youth under tempting situations (Bülow, 2022). The differences mostly come into play under “hot” situations. This is why approaches that warn and educate teens have been shown to be ineffective if they don’t also give teens tools (and/or limits) that are informed by what happens to them in the heat of the moment.
Answer: False

2. Which of the following improve adolescent self-control and self-regulation:

1. sleep
2. mindfulness
3. aerobic exercise
4. limiting temptations
5. reducing stress and pressure
6. all of the above

Executive functions go offline as a result of stress, pressure and lack of sleep – impeding learning and information processing. Executive functions and self-control can be bolstered by some simple environmental and other modifications that reduce stress, calm the brain, and allow room for reflection.

The adolescent brain is “under construction” and more sensitive to stress than other ages. Consistently, adolescence is the most likely time for the onset of mental illness. Further, life expectancy is affected by extreme stress in adolescents more than other age groups (Bülow, 2022).
Answer: f

3. Which of the following prepare teens for the world and are most related to happiness and long‑term success:

1. self-esteem
2. ambition
3. hard work
4. self-regulation/self-control
5. caring about others
6. d and e

Self‑regulation (which can be taught) is correlated with competence, achievement, physical and mental health, and good relationships. Self‑regulation involves the ability to reflect, keep the big picture in mind, redirect attention, as well as delay gratification and/or do the more difficult thing when thoughts, feelings, and desires lead us elsewhere. The ability to manage oneself in this way is the foundation for other skills, and allows us to consider what’s most important in the long run, to do the right thing, and be kind to others. Caring about others gives life meaning, fosters connections, allows us to work effectively in collaboration with other people – all of which are required for success and sustainable happiness. Ambition and hard work are necessary to pursue goals, but, unless embedded in the context of more essential values and capacities, don’t lead to success since they can be used for good, evil, destructive obsession, or at the expense of relationships (Making Caring Common, 2019).
Answer: f

4. Intense focus on achievement and happiness makes kids:

1. happier and higher achieving
2. higher achieving but not necessarily happier
3. less caring, less happy, and not higher achieving

When parents are overly invested in performance, kids are less likely to develop their own more sustainable motivation. They are less caring and less empathic towards others. The constant need for external evidence of worth in the form of approval, status or appearance leads kids to become self‑esteem junkies – whereby validation‑seeking becomes a driving force for emotional survival (Margolies, 2015). In such environments, values such as fairness and kindness are supplanted by the need to be on top, making kids more likely to cheat and act uncaring towards others – compromising learning, relationships and happiness.
Answer: c

5. Kids in affluent communities who feel pressure to achieve:

1. don’t outperform others
2. outperform their peers

Kids in affluent communities don’t outperform their peers (Levine, 2006). Affluent high school girls are 2‑3 × more likely to be clinically depressed than other girls. Parents in affluent communities who are hyper vigilant about teens’ success have been found to be over‑involved in some areas but under‑involved and blind to what’s going on emotionally and in other areas of teens’ lives. These teens often report feeling alone – with the sense that their parents aren’t interested in them apart from making them look good as parents.
Answer: a

This concludes the quiz.

Now, instead of falling back on old assumptions about adolescents, you can pause and think about the latest science on the teenage brain.

References:

1. Bülow, P. (2022a). How the environment affects the adolescent brain. Journal of Science, Humanities and Arts – JOSHA, 9(6). https://doi.org/10.17160/josha.9.6.856
2. Bülow, P. (2022b). The vulnerability and strength of the adolescent brain. Journal of Science, Humanities and Arts – JOSHA, 9(5). https://doi.org/10.17160/josha.9.5.851
3. Levine, M. (2006). The price of privilege. New York, NY: HarperCollins Publishers.
4. Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233–238. https://doi.org/10.1111/cdep.12238
5. 2015 Learning & the Brain 42 Conference: “The Science of Character: Using Brain Science to Raise Student Self‑Regulation, Resilience and Respect”, Boston, MA
6. Weissbourd, R. (2019). Turning the tide II: How parents and high schools can cultivate ethical character and reduce distress in the college admissions process. https://mcc.gse.harvard.edu/
7. Margolies, L. (2015). The paradox of pushing kids to succeed. Psych Central. Retrieved on April 10, 2016, from http://psychcentral.com/lib/the-paradox-of-pushing-kids-to-succeed/
8. Spear, L. P., & Varlinskaya, E. I. (2005). Adolescence: Alcohol sensitivity, tolerance, and intake. In: Galanter, M., ed. Recent developments in alcoholism, Vol. 17: Alcohol problems in adolescents and young adults: Epidemiology, neurobiology, prevention, treatment. New York: Springer, pp. 143–159. PMID: 15789864