Quiz 3 - EDUC210

Social learning theory emphasizes learning through

A) progress through stages of development

B) interactions with experts

C) observation of others

D) interaction with teachers in a formal school setting

C

Which of the following theorists is most closely associated with social cognitive theory?

A) Jean Piaget

B) Lev Vygotsky

C) Albert Bandura

D) B. F. Skinner

C

Bandura suggested that the main limitation of behavioural views of learning is that these

views are

A) inaccurate.

B) too limited.

C) too abstract.

D) too classroom-based

B

Which one of the following theories places the greatest emphasis on presenting models so that students can learn from observing others complete a task?

A) Constructivist theoretical perspectives

B) Behavioural theory

C) Social cognitive theory

D) Expectancy-value theory

C

According to Albert Bandura's social cognitive theory, peers

A) can harm student motivation.

B) are more important than teachers in regard to student motivation.

C) are known to have negative influences on promoting self-regulated learning.

D) can serve as important models and facilitate student learning.

D

The triarchic reciprocal causality emphasizes the dynamic interplay of:

A) personal, environmental, and behavioural influences.

B) students, teachers, and community as social influences.

C) planning, monitoring, and control in self-regulation.

D) goal progress, motivation, and learning as achievement outcomes.

A

According to Bandura, expectations are part of which one of the elements that comprise reciprocal causality?

A) Behavioural factors

B) Environmental factors

C) Personal factors

D) Social factors

C

Which of the following is NOT an example of personal factor within the triarchic reciprocal causality model?

A) Attributions

B) Expectations

C) Actions

D) Knowledge

C

Mrs. Carson wants her students to learn how to summarize as they read. She models the behaviours for the students and talks about each step she uses to summarize part of a story. For Mrs. Carson’s students to begin to learn by observing her modelling, what elements of observational learning do they need to exhibit?

A) Pay attention and remember the process.

B) Focus on the model’s tone of voice and gestures.

C) Evaluate steps in the process and authenticity of teacher as model.

D) Focus on behavioural influences

A

What element of observational learning is illustrated when a student stops running in the hallway at school after seeing two other students receive detentions for running?

A) Production or performance

B) Vicarious reinforcement

C) Self-reinforcement

D) Retention

B

A teacher who deals effectively with a rule breaker may inhibit others from breaking the rule as a result of

A) peer pressure.

B) the punishment principle.

C) the ripple effect.

D) modelling

C

Emma notices that Mike is using a different fork when eating salad. This best exemplifies what possible outcome of observational learning?

A) arousing emotion

B) fine-tuning already-learned behaviours

C) strengthening or weakening inhibitions

D) teaching new behaviours

B

Ming sees her baby sister playing with her old, forgotten teddy bear. Now Ming wants to

have the teddy bear back to hold herself. This best exemplifies what possible outcome of

observational learning?

A) directing attention

B) fine-tuning already-learned behaviours

C) strengthening or weakening inhibitions

D) arousing emotion

A

Tala observes Don fall down when climbing in the new playground. After that she

becomes afraid to play on the new playground. This best exemplifies what possible

outcome of observational learning?

\
A) directing attention

B) fine-tuning already-learned behaviours

C) strengthening or weakening inhibitions

D) arousing emotion

D

Which one of the following quotes is an example of high self-efficacy?

A) "I am usually good at math, so I will do well in this class."

B) "I am usually lucky on this type of test, so I should do well on this one."

C) "The teacher hates me, so I know I will flunk this course."

D) "The math teacher is easy-going, so I should do well in this class."

A

Ms. Jackson's perception of her capabilities to effectively deal with a particular task is her sense of

A) modelling.

B) self-efficacy.

C) self-reinforcement.

D) vicarious reinforcement

B

The capacity to exercise influence over life events through coordination of learning skills, motivation and emotions is known as

A) self-efficacy.

B) self-esteem.

C) human agency.

D) social learning.

C

According to Bandura's theory of self-efficacy, the most important and influential source of self-efficacy information comes from

A) modelling

B) social persuasion

C) volition

D) mastery experiences

D

George’s sense of efficacy is really low for public speaking, yet he is very confident in his ability to perform mental mathematical calculations quickly. This example demonstrates that self-efficacy is

A) in the eyes of the beholder.

B) subjective.

C) context specific.

D) the same as self-esteem.

C

Which of the following statements concerning the relation between self-efficacy and self-

esteem is TRUE:

A) There is no direct relationship between self-efficacy and self-esteem.

B) There is a strong negative correlation between self-efficacy and self-esteem. As self-efficacy increases, self-esteem decreases.

C) There is a strong positive correlation between self-efficacy and self-esteem. As self-efficacy increases, self-esteem increases.

D) There is a strong relationship between self-efficacy and self-esteem only for non-academic tasks. There is no relationship between self-efficacy and self-esteem for academic tasks

A

Josie sees Ray successfully do a cartwheel on a balance beam. Josie is benefitting from

A) a vicarious experience.

B) a mastery experience.

C) heighten self-efficacy.

D) social persuasion

A

Marc receives helpful feedback after performing a new piece of music for his piano teacher. This is an example of

A) a vicarious experience.

B) a mastery experience.

C) heighten self-efficacy.

D) social persuasion

D

Margaret is feeling “psyched” and ready for her upcoming match. The source of her self-efficacy is likely from

A) physiological arousal.

B) mastery experiences.

C) social persuasion.

D) vicarious experiences

A

Laura, through her hard work, was able to do very well on her last algebra quiz. Applying the same study skills, she believes she can be successful again in her upcoming algebra quiz. The source of her self-efficacy is likely from

A) physiological arousal.

B) mastery experiences.

C) social persuasion.

D) vicarious experiences.

B

Research on self-efficacy and achievement suggests that school achievement is improved and self-efficacy is increased when students

A) accredit their successes to luck or to the intervention of others.

B) advocate controllable activities rather than tasks that are beyond their abilities.

C) develop high expectations even in the face of difficulties.

D) receive rewards or other reinforcements based on the quality of their performances

D

Which of the following is a danger associated with students’ underestimating their abilities?

A) Students are more likely to put in a weak effort and give up easily.

B) Students do not discover that they did not really understanding the material until it is too late.

C) Students are unlikely to go back and review sources of their misunderstandings.

D) Students are more likely to put forth greater effort and persist longer.

A

Erin is a fifth-grade teacher who has a high degree of efficacy in teaching. Consequently, Erin will most likely

A) be a fairly easy grader.

B) be relatively strict with her classroom rules.

C) have a high sense of "withitness."

D) try harder when students have learning difficulties

D

In addition to academic learning skills, self-regulated learners have

A) more time to learn new tasks

B) good self-control abilities

C) the belief that problem-solving is easy

D) a tendency to set unrealistic goals

B

It is the last week of school in June. The teacher is going over a lesson on mass in Science class. Emily wants to go outside to enjoy the sunny day, but reminds herself to focus on this important topic that will be covered on the final exam. As a self-regulated learner, she is demonstrating

A) knowledge.

B) persuasion.

C) volition.

D) agency

C

A few days ago, Mr. McKay worked with students to develop a rubric for assessing their projects in the historical fiction unit. The class has worked on the unit for more than a week, and students know the expectations for their projects. Today Mr. McKay paired students to work together and review their work using the rubric as a guide. Students are engaged in which of the following?

A) Co-regulation

B) Modelling

C) Shared regulation

D) Self-instruction

C

What are the steps involved in Zimmerman’s model of self-regulated learning?

A) Modelling, reflection, self-evaluation, devising plans

B) Teaching, practice, goal-setting, reflective task analysis

C) Forethought, performance, reflection

D) Self-efficacy, strategy use, volition

C

Zimmerman’s performance phase is most similar to which phase of Winne and Hadwin’s model?

A) Analyzing the task

B) Setting goals and designing plans

C) Enacting tactics and strategies

D) Regulating learning

C

Which one of the following teaching approaches does Lynn Fuchs (2003) recommend for incorporating self-regulated learning strategies into math-problem solving?

A) Self-regulated learning strategies should not be taught in math classes until high

school because younger students do not have the cognitive maturity to employ the appropriate learning strategies.

B) Teachers should assess student's level of volition.

C) Students should not discuss their problem-solving strategies with other students because this can lead to cheating and students not solving the problem on his/her own.

D) At the beginning of each session, students should set new goals based on their previous math performance.

D

In Roger Azevedo's research a self-regulation "coach" is

A) the person who explains to a student why his or her solution to the problem is incorrect.

B) the instructional aide responsible for designing cooperative learning groups.

C) the individual who grades the students' work.

D) someone who helps students plan their learning and monitor their understanding.

D

Mr. Snow, the math teacher, asks parents to facilitate their child's self-regulation by

A) rewarding only large improvements in math skills.

B) encouraging the student not to engage in self-evaluation.

C) linking success to natural born abilities.

D) modelling how to set specific goals

D

Cognitive behaviour modification focuses on

A) self-talk to regulate behaviour.

B) observations of expert models to regulate behaviour.

C) direct instruction from teachers to shape behaviour.

D) vicarious observations of others to shape behaviour

A

Which of the following posters is most likely to promote cognitive behaviour modification?

A) “Why study history?”

B) “Together we are strong.”

C) “Respect other.”

D) “Does this make sense?”

D

What can parents do to effectively model self-regulation for their children?

A) Direct children to their teachers for guidance on self-regulation strategies.

B) Discuss with children how they set their own goals and monitor progress.

C) Encourage homework completion through using the answers at the back of the book.

D) Do record-keeping of school assignments for their children throughout the year

B

Which four skills do Brenda Manning and Beverly Payne (1996) identify that can increase students’ ability to learn?

A) observing, monitoring, reflecting, and modelling

B) planning, observing, interacting, and modelling

C) listening, planning, working, and checking

D) listening, monitoring, modelling, and reflecting

C

Which one of the following is NOT an essential component of emotional self-regulation?

A) Showing empathy for others.

B) Solving problems independently rather than asking for help when needed.

C) Acting in an ethical and legal manner.

D) Labelling feelings in oneself and others

B

Research indicates that the most motivating and academically beneficial tasks for students are

A) those that are simple and straightforward.

B) those that provide maximum control.

C) those that are complex.

D) those that are challenging but don’t overwhelm them

D

“What do good researchers and writers do?” and “What can we do that we couldn’t do before?” are examples of questions that best support development of

A) expertise.

B) motivation.

C) self-efficacy.

D) self-evaluation

D

1) The behavior of which one of the following students best describes the fifth motivation question, which pertains to what the individual is thinking and feeling during an activity?

A) Anxious Amee, whose worry and anxiety may lead her to make poor choices and procrastinate

2) On Sunday afternoon, Rick spent a couple of hours picking up discarded bottles and cans from a picturesque section of the wildlife refuge, even though he knew he would not get paid anything for his efforts. Rick's motivation is best described as being

D) intrinsic.

3) Being interested in a task because the activity is enjoyable is what type of motivation?

B) Intrinsic

4) Ms. Riley tells the class, "If we have a good lesson on fractions, I will credit each of you with a bonus point." She is trying to stimulate what type of motivation?

A) Extrinsic

5) Externally imposed reward systems seem particularly appropriate for students who are

C) not interested in the subject.

6) A student's reason for acting is called

C) locus of causality.

7) In most humanistic theories, motivation is based on

B) intrinsic needs.

8) The concept of self-determination is an important influence in what view of motivation?

C) Humanistic

9) According to behavioral theory of motivation, students are motivated primarily by a(n)

B) desire to gain reinforcers for their behavior.

10) Doug's family is very poor, so he often goes to school with no breakfast and a very small lunch packet. According to Maslow, Doug is failing his classes because what type of needs are not being met?

B) Deficiency needs

11) Jeremy's interest in history has been decreasing lately. According to Maslow's theory, what should the teacher do?

B) Determine whether his deficiency needs are met.

12) Which one of the following situations is a valid implication of Maslow's hierarchy for education?

B) Jennifer, who is feeling ill this week, may show little interest in academic performance.

13) In Maslow's hierarchy, self-esteem is considered to be what type of need?

B) Deficiency

14) Each situation below represents a need in Maslow's hierarchy. Which of the following students demonstrates the most basic need that must be satisfied before any other?

B) Chuck has been threatened by a neighborhood gang.

15) Maslow's hierarchy of needs has been criticized because

B) people frequently attend to needs in different orders than the hierarchy predicts.

16) The cognitive approach to motivation is illustrated best by people who respond to

D) their perceptions of events, not the events themselves.

17) Maria spent many hours trying to complete her geometry proofs. A cognitive interpretation of Maria's motivation is that Maria

B) is attempting to acquire understanding of how the different theorems work.

18) According to attribution theory, students who see the causes of their failures as internal and controllable will react to those failures by

D) finding strategies to succeed the next time.

19) Pride or shame for one's own actions is likely to be felt most strongly by those who attribute their actions to

B) internal causes.

20) Pat believes that the reason for her success in reading is the effort she puts into it. Pat is reflecting what type of locus of control?

B) Internal

21) As Jim looks at his report card, he remarks to Judy, "I got that B because I really didn't work hard in Mr. Wedell's calculus class." According to Weiner,
Jim is attributing the cause of his grade to causes that are

C) internal, stable, controllable.

22) Sara attributes failures to internal causes. Consequently, she is likely to blame her poor mark in science on her

B) lack of effort.

23) Harry is apathetic and certain that he is not able to do the work. He makes poor marks in school and is not inclined to seek help. According to attribution theory, Harry is typical of students who attribute their failures to causes that are

D) internal, stable, and uncontrollable.

24) Participation in communities of practice is emphasized by what theory of motivation?

D) Sociocultural

25) Anthony said, "I did well because I was lucky." The type of attribution being demonstrated is

B) external-unstable.

26) An "expectancy x value" theory would predict that motivation will necessarily be

B) zero if either expectation to succeed or the perceived value of a goal is zero.

27) In expectancy x value theory, the two sources of motivation are

B) projected future outcomes and the value of goals.

28) The type of learning goal that a person will be most motivated to reach is one that is

C) specific and moderately difficult.

29) Dennis often cons his best friends into letting him use one of their papers from last semester for his assignment in psychology this semester. In terms of goals, what type of learner does Dennis appear to be?

D) Work-avoidant

30) Students with performance goals as opposed to learning goals are concerned primarily with

B) looking good in front of others.

31) Fred has wanted to be a chef since he was a little kid, and he used to bake cookies with his mother. The behavioral view expert would say that Fred is motivated to be a chef because

C) of his early childhood reinforcement history.

32) Individuals are naturally motivated to learn by

B) feedback and goal acceptance.

33) Which one of the following quotes exemplifies a learning or mastery goal?

A) "Accomplishing this should make me better prepared for Biology 101."

34) As reported by Woolfolk, the debilitating effects of anxiety are viewed to be due to

A) attention being diverted from the learning task to a preoccupation with one's feelings.

35) From the pioneering work of Yerkes and Dodson (1905) to present-day research results, what is the correlation between virtually every aspect of achievement and a wide variety of anxiety measures?

B) Negative

36) An entity view of ability is consistent with what type of goals?

C) Performance

37) Whenever Matt appears to be having difficulty in completing his science laboratory work, Ms. Butterfield quickly offers to help him and encourages him to continue working. According to Graham (1991), Ms. Butterfield's behavior is likely to result in Matt developing

C) doubts about his ability.

38) Which one of the following notions is consistent with the idea that "practice makes perfect"?

C) Incremental view of ability

39) Which one of the following statements is the most accurate definition of motivation?

A) An inner state that arouses, directs, and maintains a person's behavior

40) Cognitive evaluation theory explains how praise, criticism, grade assignments, and other events can influence students' intrinsic motivation by affecting their sense of competence and

C) self-determination.

41) Cindy faces every classroom situation in exactly the same way: she develops sweaty palms and a rapid heart beat. Cindy is likely to be helped most by

C) highly-structured lessons.

42) Students who demonstrate "learned helplessness" are likely to

C) focus on their failures and not seek assistance.

43) As need for achievement increases in spite of fear of failure, what type of student will be motivated to learn?

C) Mastery-oriented

44) According to Covington and others, which one of the following would be the strongest indicator of whether an individual will be motivated to accept new challenges and risks?

B) Drive for achievement and an incremental view of ability

45) Students who are mastery-oriented will tend to hold what view of their ability?

C) Incremental and improvable

46) Sally sets unrealistically high goals for herself but is unsure about her abilities. Woolfolk would be likely to label Sally as

B) failure-avoiding.

47) What type of belief do failure-accepting students have?

47) What type of belief do failure-accepting students have?

48) Ms. Kirkendall wants to help students develop more positive self-perceptions. What approach is recommended for her to use?

D) Raising grades based on individual efforts to improve the work assigned

49) The following sentence is true about the relationship between motivation and cultural diversity.

A) When minority students have culturally relevant materials they can be more motivated to learn and teachers are more likely to "catch and hold" their situational interest.

50) A student's motivation for learning is heavily influenced by his or her perceived

A) task value.

51) Good teachers explicitly state how the information to be learned will benefit their students in the future career or for life outside of work and school. Thus, good teachers regularly remind their students of the \______________ of what they are to learn.

D) instrumental value

52) Learned helplessness often causes the following three types of deficits:

A) motivational, cognitive, and affective

Carson’s achievement in fifth grade has been remarkable. Last year in fourth grade, he had occasional problems with distractions and difficulty understanding what was expected, but this year he has no such problems. Based on studies of factors related to student achievement, which of the following factors most likely makes the largest impact on Carson’s success?

A) His teacher’s content knowledge in fifth grade subjects

B) His teacher’s knowledge and skill in classroom management

C) His increased interest in school

D) His increased ability to follow rules and procedures

B

The basic task for teachers in relation to classroom management is

A) dealing effectively with misbehaviour when it occurs.

B) gaining students' cooperation for learning tasks.

C) trying to ensure that students will be obedient.

D) working actively with administrators and teachers

B

At what educational level is the direct teaching of classroom rules and procedures most critical for effective classroom management?

A) Early elementary

B) High school

C) Middle elementary

D) Late elementary to middle schoo

A

Sherry's class knows that different behaviours are expected (and tolerated) during different kinds of activities. It is likely that her class has a good understanding of

A) each activity's goal.

B) participation structures.

C) self-management techniques.

D) structuring rules

B

What is the key element underlying participation structures for different classroom activities?

A) Access to performance goals

B) Awareness of rules

C) Providing cognitive activities

D) Self-management

B

Time when students are actually succeeding at the learning task is referred to as

A) hot cognition time.

B) engaged time.

C) attended time.

D) academic learning time.

D