CDE3701
Assessment 2
(Detailed Answers.)
Due 7 July 2025
, CDE3701
Assessment 2 (Detailed Answers)
Due 7 July 2025
QUESTION 1
1.1 Why does Emily feel pressure to perform well at school?
Emily feels pressure because her school environment emphasizes high academic
achievement, supported by advanced facilities like smartboards, tablets, and an
extensive library, fostering a culture that values excellence. The presence of classmates
from highly educated families raises expectations, and her parents’ involvement and
demand for her participation in numerous extracurricular activities further increase her
pressure to succeed both academically and socially (Donald et al., 2014).
1.2 How does Emily’s peers’ focus on material wealth and social status affect
her?
The peer group’s emphasis on material wealth and social status can make Emily feel
inadequate or excluded if she perceives herself as not measuring up. This focus may
lead to low self-esteem and social anxiety, as she strives to belong in a peer
environment that values possessions over personal qualities, impacting her confidence
and sense of self-worth (Berk, 2013).
1.3 What is social anxiety and how might it impact Emily’s daily life at school?
Social anxiety is an intense fear of social situations where one might be judged or
embarrassed. For Emily, this could manifest as avoiding group interactions, hesitating to
speak in class, or reluctance to participate in activities, which can negatively affect her
academic engagement, hinder her ability to form friendships, and limit her social
development (Mash & Wolfe, 2016).
1.4 How do the extracurricular activities Emily’s parents expect her to participate
in influence her?
These activities—such as ballet, coding, and language clubs—require significant time
and effort, potentially limiting Emily’s free play, relaxation, and informal social
Assessment 2
(Detailed Answers.)
Due 7 July 2025
, CDE3701
Assessment 2 (Detailed Answers)
Due 7 July 2025
QUESTION 1
1.1 Why does Emily feel pressure to perform well at school?
Emily feels pressure because her school environment emphasizes high academic
achievement, supported by advanced facilities like smartboards, tablets, and an
extensive library, fostering a culture that values excellence. The presence of classmates
from highly educated families raises expectations, and her parents’ involvement and
demand for her participation in numerous extracurricular activities further increase her
pressure to succeed both academically and socially (Donald et al., 2014).
1.2 How does Emily’s peers’ focus on material wealth and social status affect
her?
The peer group’s emphasis on material wealth and social status can make Emily feel
inadequate or excluded if she perceives herself as not measuring up. This focus may
lead to low self-esteem and social anxiety, as she strives to belong in a peer
environment that values possessions over personal qualities, impacting her confidence
and sense of self-worth (Berk, 2013).
1.3 What is social anxiety and how might it impact Emily’s daily life at school?
Social anxiety is an intense fear of social situations where one might be judged or
embarrassed. For Emily, this could manifest as avoiding group interactions, hesitating to
speak in class, or reluctance to participate in activities, which can negatively affect her
academic engagement, hinder her ability to form friendships, and limit her social
development (Mash & Wolfe, 2016).
1.4 How do the extracurricular activities Emily’s parents expect her to participate
in influence her?
These activities—such as ballet, coding, and language clubs—require significant time
and effort, potentially limiting Emily’s free play, relaxation, and informal social
