CDE3701
Assessment 2
EXCEPTIONAL ANSWERS
Due 7 July 2025
, CDE3701 Assessment 2: Exceptional Answers
Due: 7 July 2025
QUESTION 1: Analysis of Emily's Case Study
1.1 Why does Emily feel pressure to perform well at school?
Emily's palpable pressure to perform well at school stems from a convergence of
intrinsic and extrinsic factors within her immediate developmental contexts. Her
attendance at a suburban private school, characterized by its well-equipped classrooms
featuring smartboards and tablets, inherently signifies an environment with high
academic expectations. This institutional setting, often indicative of a selective
admissions process, cultivates a culture of striving for excellence. Furthermore, the
socio-economic and educational background of her peer group significantly contributes
to this pressure; being surrounded by classmates from highly educated families creates
a pervasive norm of academic achievement and parental involvement. This dynamic
can lead to a phenomenon known as social comparison, where Emily internalizes the
perceived high standards of her peers and their families (Santrock, 2016). Additionally,
her parents' heavy involvement in her education, coupled with their expectation for her
participation in numerous extracurricular activities (ballet, coding, foreign language
clubs), directly amplifies the demands on her time, cognitive resources, and overall
performance. This high parental expectation, while often well-intentioned, can translate
into significant perceived pressure, as children strive to meet parental approval and
avoid perceived failure (Donald et al., 2014).
1.2 How does Emily’s peers’ focus on material wealth and social status affect
her?
The peer group’s pronounced emphasis on material wealth and social status can
profoundly affect Emily's psychological well-being by creating a constant implicit
comparison. In a developmental stage where peer acceptance and social integration
are paramount (Berk, 2013), this focus can induce feelings of inadequacy or exclusion if
Emily perceives her family's economic standing or social capital as not measuring up to
Assessment 2
EXCEPTIONAL ANSWERS
Due 7 July 2025
, CDE3701 Assessment 2: Exceptional Answers
Due: 7 July 2025
QUESTION 1: Analysis of Emily's Case Study
1.1 Why does Emily feel pressure to perform well at school?
Emily's palpable pressure to perform well at school stems from a convergence of
intrinsic and extrinsic factors within her immediate developmental contexts. Her
attendance at a suburban private school, characterized by its well-equipped classrooms
featuring smartboards and tablets, inherently signifies an environment with high
academic expectations. This institutional setting, often indicative of a selective
admissions process, cultivates a culture of striving for excellence. Furthermore, the
socio-economic and educational background of her peer group significantly contributes
to this pressure; being surrounded by classmates from highly educated families creates
a pervasive norm of academic achievement and parental involvement. This dynamic
can lead to a phenomenon known as social comparison, where Emily internalizes the
perceived high standards of her peers and their families (Santrock, 2016). Additionally,
her parents' heavy involvement in her education, coupled with their expectation for her
participation in numerous extracurricular activities (ballet, coding, foreign language
clubs), directly amplifies the demands on her time, cognitive resources, and overall
performance. This high parental expectation, while often well-intentioned, can translate
into significant perceived pressure, as children strive to meet parental approval and
avoid perceived failure (Donald et al., 2014).
1.2 How does Emily’s peers’ focus on material wealth and social status affect
her?
The peer group’s pronounced emphasis on material wealth and social status can
profoundly affect Emily's psychological well-being by creating a constant implicit
comparison. In a developmental stage where peer acceptance and social integration
are paramount (Berk, 2013), this focus can induce feelings of inadequacy or exclusion if
Emily perceives her family's economic standing or social capital as not measuring up to
