Educational Psychology Exam 3 (chapters 10, 11, 12)

Belief that ability is a set of skills that can be changed

Incremental view of intelligence/ ability

Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions.

Inquiry based learning

A personal intention to seem competent or preform well in the eyes of others

Performance Goal

Belief that ability is a fixed characteristic that cannot be changed

Entity view of intelligence/ ability

Motivation created be external factors such as rewards and punishments

Extrinsic Motivation

Motivation associated with activities that are their own reward

Intrinsic motivation

Theory that emphasizes learning through observation of others.

Social Learning Theory

The expectation, based on previous experiences with a lack of control, that all of ones efforts will lead to failure.

Learned Helplessness

A personal intention to improve abilities and learn, no matter how performance suffers

Mastery goal

An internal state that arouses, directs, and maintains behavior

Motivation

Students who engage in​ self-handicapping strategies when presented with challenging tasks typically have​ a: A. mastery orientation. B. sense of learned helplessness. C. expectation of failure. D. high fear of failure.

​D. Self-handicapping is a strategy in which students fear failure and want to preserve their sense of​ self-worth. Students who fear failure often impose their own obstacles to learning or completing a task and then justify the resulting failure as due to those obstacles.

A person's sense of being able to deal effectively with a particular task. Beliefs about personal competence in a particular situation

Self-Efficacy

Process of activating and sustaining thoughts, behaviors, emotions, in order to reach goals

Self-Regulation

Members in a preservice educational class are required to conduct a field experience relating to learning and teaching. In one​ class, all students decide to be tutors at a local shelter. In this​ class, the​ students' field experience is a great example of A. distance learning. B. distributed learning. C. service learning. D. ​project-based learning.

C. The students are serving the community by using academic skills and knowledge. The service is organized around the curriculum.

Which one of these statements describes an example of service​ learning? A. The students in Ms.​ Almanza's high school Spanish class tutor​ first-grade English learners in reading. B. Mr.​ Weiss's band students collect cans in the community and recycle them to help fund their band trip. C. The students in Ms.​ Thurmon's homeroom may opt to spend their free period picking up trash on the school grounds. D. The students in Mr.​ Gilbert's history class volunteer to serve meals to people in the community who are homeless at Thanksgiving.

A, Tutoring​ first-grade English learners is an example of service learning. Students use their academic skills and knowledge to provide a service that helps other students in the school.

​Ten-year-old Lance realizes for the first time in his life that he is not as smart as the other children in his class. He has been pulled out of core subjects for resource classes in both reading and math the last two​ years, and it did not seem to bother him much until now. Rather than admit that he struggles to read and comprehend his assignments he makes​ excuses, "I have a headache. I do not have my glasses​ (which, by the​ way, he does not own nor​ need). I do not have time to do my work. This stuff is​ boring." Which one of the following alternatives can best explain​ Lance's willingness to stop trying to succeed in​ school? A. He is trying to protect his sense of​ self-worth. B. His need for arousal is unusually low. C. He has less need for relatedness than his peers. D. He is trying to enhance his sense of​ self-determination.

A. A common way to maintain​ one's sense of​ self-worth is to avoid​ failure, which might give the impression of low ability. Lance does not want to subject himself to the possibility of his peers finding out that he​ isn't as smart as they are.

Mrs. Clark tells you that she thinks one of her​ students, Ronnie, needs to focus more on mastery goals and less on the grades he receives for his work. What does Mrs. Clark mean by a mastery​ goal? A. A goal to improve or​ learn, regardless of outcome B. The​ learner's self-constructed explanation for a success or failure C. A goal that helps the learner look good and receive favorable judgments from others D. A goal that helps the learner continue to have​ self-confidence after one or more setbacks

A. A mastery goal focuses on learning and becoming​ proficient, rather than rewards or grades.

The achievement emotion of shame tends to be experienced by students​ who: A. had​ performance-approach goals and performed at average level. B. had​ performance-avoidance goals and did poorly. C. had mastery goals and did poorly. D. engaged in​ self-handicapping and did poorly.

B. Students with​ performance-avoidance goals tend to focus on the outcome of the task​ (did they do well or​ not) and to feel a lack of control. This goal orientation leads students to feel more​ anxiety, hopelessness, and shame.

Many of the social​ networks, like LinkedIn and​ Google+, have groups or circles that focus on teacher professional development. Members share experiences and​ articles, ask​ advice, and plan social interactions. Members can read what or when they​ want, and they can contribute or simply read what others say. These groups are best characterized​ as: A. personal learning networks. B. immersive virtual learning environments. C. learning management systems. D. cloud computing.

A. A personal learning network​ (PLN) is a framework in which knowledge is constructed through online peer interactions. PLNs consist of both synchronous​ (real-time) and asynchronous technologies using interactive Web​ conferencing, hybrid​ classes, or online discussions.

Teachers' sense of efficacy is important because it​ predicts: A. level of​ self-worth that the student and the teacher experience. B. whether the​ teacher's students will have high achievement scores on standardized tests. C. the goals set by the teacher and subsequent persistence when situations become difficult. D. whether a novice teacher will become an expert.

A. A​ teacher's sense of efficacy is that a​ teacher's belief that he or she can reach even difficult students to help them learn.​ Self-efficacy theory predicts that teachers with a high sense of efficacy work harder and persist longer even when students are difficult to​ teach, in part because these teachers believe in themselves and in their students.

Mauricio's mother is worried that when Mauricio sees his uncle smoking​ cigarettes, he will want to do the same.​ However, Mauricio does not seem​ interested, and his​ mother's fears turn out to be unfounded. Why do students not learn from observing everyone in their​ environment? A. Students are selective in who they​ observe, and they attend to those individuals they perceive to be role models. B. Observational learning can be too​ time-consuming, so they will engage in​ trial-and-error behaviors first. C. They are most likely to observe and imitate those individuals who also serve in a mentoring role. D. Students can only learn from observational learning processes by watching adults or more experienced peers.

A. Children are most likely to imitate the actions of others who seem​ competent, powerful,​ prestigious, enthusiastic, and similar to them. If Mauricio does not perceive his uncle in these​ ways, he will not imitate his behavior.

When a student participates in cognitive behavior​ modification, he or​ she: A. is taught to use​ self-talk to regulate behavior. B. is rewarded for appropriate responses. C. models​ self-regulation for peers. D. sets​ clear, reasonable goals and plans a few strategies for accomplishing those goals.

A. Cognitive behavior modification is a set of procedures for changing behavior using​ self-talk and​ self-instruction.

Ms. Sterling is a​ third-grade teacher with one​ student, Levi, who cannot seem to do his work without constantly talking and getting out of his seat. Ms. Sterling decides to implement a program of cognitive behavior modification with Levi. Under this​ system, which of the following will Ms. Sterling​ do? A. She will teach Levi to engage in​ self-talk to regulate his own behavior. B. Teach Levi to improve his​ listening, planning,​ working, and checking skills. C. Train Levi to reduce anger and aggression. D. Ask a peer to remind Levi to stop talking and remain seated to do his work.

A. In cognitive behavior​ modification, students are taught directly how to use​ self-instruction.

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 A. intrinsic. B. behavioral. C. extrinsic. D. sociocultural.

A. Intrinsic motivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. Intrinsic motivation is associated with activities that are their own reward. For​ Rick, the work is rewarding.

Mr. Petras is making a special effort to help Morgan. When he plans lessons he checks the instructions to make sure they are clear and specific. Mr. Petras also avoids time​ pressure, gives students a chance to correct errors on their work and fosters an​ accepting, noncompetitive classroom climate. His emphasis on these strategies for helping Morgan suggests that Morgan has been having difficulty with A. anxiety. B. attribution. C. cooperative learning. D. metacognitive awareness.

A. Making sure instructions are​ clear, avoiding time​ pressure, giving students a chance to correct​ errors, and using competition carefully are strategies for helping students cope with anxiety.

Ms. Randolph reminds her seventh graders that they should be taking notes in class today.​ Then, throughout the class​ session, she identifies specific concepts and ideas they should include in their notes. Which phase of the​ self-regulated learning cycle is​ this? A. Enacting strategies to accomplish the task B. Setting goals and devising plans C. Analyzing the learning task D. Regulating learning

A. Many seventh graders have poor​ note-taking skills and may be at a loss about what things they should be writing down. By telling them what things are important to​ include, Ms. Randolph is providing guidance that should enable them to develop a better set of notes than they can create on their own. This is the performance​ (or "enacting the​ strategy") phase of the​ self-regulated learning cycle.

Three of the following alternatives depict situations in which a teacher is facilitating the retention element of modeling. Which one does NOT depict the retention​ element? A. Mr. Byers​ suggests, "Let's play some background music while I show you how to use the dipstick to measure your oil​ level." B. As he writes a capital J on the​ board, Mr. Anson tells his​ kindergartners, "To write a capital ​J, you make a fishhook with a line across the​ top." C. As he demonstrates how to throw a baseball​ correctly, Mr. Duffy​ says, "Now repeat these words as you throw the​ ball: back,​ up, thrust,​ release." D. Mr. Caruso​ says, "There are several critical steps involved in throwing a pot on the​ potter's wheel. Repeat these steps to yourself as you work so you​ don't forget​ them."

A. Mr. Byers is introducing an irrelevant and distracting element to the​ situation, which does not facilitate retention.

Which one of the following teachers is most likely to encourage motivation to​ learn? A. Mr. Atara includes very easy and very difficult questions on every assignment. B. Mr. Alexander divides students into​ ability-based math groups at the beginning of the​ year, and the students stay with their group throughout the year. C. Ms. Waters asks students to trade papers with a partner and compare papers to see which paper is better. D. Ms. Solara demonstrates a problem solution and tells students to use her method rather than creating confusion with diverse solutions.

A. Mr.​ Atara's approach is likely to encourage motivation to learn. Including very easy and very difficult questions on every assignment provides opportunities for every student to achieve a level of success and experience arousal by being challenged.

Albert Bandura criticized behavioral views of learning in his early work and focused on A. social modeling. B. acquisition of knowledge. C. observable performances. D. principles of reinforcement and punishment.

A. Social cognitive theory has its roots in​ Bandura's early criticisms of behavioral views of learning. Social cognitive theory moved beyond behaviorism to focus on humans as​ self-directed agents who make choices and marshal resources to reach goals.

Which of the following examples LEAST explicitly exemplifies what is meant by embodied​ cognition? A. ​Sixth-grader Jordan memorizes multiplication tables. B. High school senior Samantha adopts new social behaviors from watching her friends. C. ​Eighteen-month-old LeGard learns about shapes by playing with his toys. D. ​Ninth-grader Neka feels social pressure to pass a note in class.

A. The embodied cognition theory states that cognitive processes develop from​ real-time, goal-directed interactions between humans and their environment. Although every cognitive act requires​ embodiment, this example least explicitly exemplifies what is meant by embodied cognition.

The learning sciences are interested in deep learning. Which of the following classroom approaches is most likely to lead to deep learning when the teacher introduces a lesson about​ fractions? A. ​"In groups of​ four, you are going to cut up pizzas today. Think about each piece of pizza as a fraction of the​ whole." B. ​"If you have part of​ something, you have a fraction of the whole. The whole was divided to make​ fractions." C. ​"A fraction is a part of the whole. If you divide something into two​ pieces, each piece is​ one-half." D. ​"The definition of a fraction is part of the whole. Do you have a fraction if you have only part of the​ whole?"

A. This approach helps learners relate a new concept to something they already know.

Which of the following goals is most likely to encourage the​ students' motivation and persistence at the​ task? A. The students in Ms.​ Hahn's statistics class are developing a survey to collect​ data, which they will then analyze using the procedures​ they've learned in class. Ms. Hahn plans to review the survey and offer suggestions before the students collect the data. B. The students in Ms.​ Huang's history class are selecting their own topics for their​ semester-long project on family relationships in the ancient civilizations. Although Ms. Huang will offer advice if the students request​ it, she​ doesn't want to push the students to do something they do not want to do. C. The students in Ms.​ Hetland's elementary science class are replicating experiments that Ms. Hetland has modeled for them. They know that high grades will be given to students who reproduce the experiment most faithfully. D. The students in Ms.​ Henrikkson's art class are painting​ "something you find beautiful in the world around​ you." Ms. Henrikson does not plan to provide any constructive criticism but rather wants the students to feel free to be creative.

A. This goal is​ specific, elaborated, moderately​ difficult, and proximal. The project is also likely to be of interest to students since​ they've developed the survey themselves.​ Finally, the​ teacher's feedback helps support student motivation.

Dwayne sees that a good friend in his class is caught cheating on a homework​ assignment, but the friend suffers no consequences for doing​ so, even though cheating is in clear violation of school policy. From a social cognitive​ perspective, which one of the following predictions can we make about​ Dwayne's future​ behavior? A. Dwayne will be more likely to cheat on homework in the future. B. Dwayne will be less likely to cheat on homework in the future. C. Dwayne will not change his behavior. D. Dwayne will decide to cheat on the next test.

A. This is an example of vicarious learning. Dwayne has observed that there were no negative consequences for cheating on the homework in this​ class, so he may now be more likely to cheat in the future if there is an incentive to do so.

Ms. Bronson notices that several of her students seem to have test and performance​ anxiety; that​ is, whenever they are​ evaluated, these students get upset or perform poorly because of nerves. Three of the following strategies should help keep her​ students' anxiety at a facilitative level in the classroom. Which one is LEAST likely to do​ so? A. Evaluate​ students' performance in​ vague, general terms. B. Teach students effective study skills. C. Provide extra practice when students struggle with a new skill. D. Evaluate​ students' performance based on​ explicit, predetermined criteria.

A. This strategy is unlikely to keep​ students' anxiety at a facilitative level. Evaluation is often a source of anxiety for​ students, but they can handle evaluative feedback more effectively if they know specifically what they are doing well and​ poorly, in part because such feedback enables them to improve their performance in the future.

Observational learning is an example of A. embodied cognition. B. disengagement. C. ​procedural, factual learning. D. reflection.

A. Watching someone perform an action activates areas of the brain in observers that would be involved in performing that action themselveslong dashalmost as if the brain learns by doing the action. So using​ models, gestures and​ movement, simulations,​ drama, re-enactments, and other kinds of actions and movements can support learning.

The TARGET model identifies six areas in which teachers make decisions that can influence student motivation to learn. In the TARGET​ model, the E stands for evaluation procedures. Evaluation procedures are linked with goal structures. Which one of the following goal structures encourages students to focus on performance​ goals? A. Emphasis on grades B. Emphasis on learning C. Cooperative goal structure D. Emphasis on mastery of a skill

A. When grades are​ emphasized, students are encouraged to focus on performance goals. Grades tend to be associated with performance more than they are associated with mastery. The greater the emphasis on competitive evaluation and​ grading, the more students will focus on performance goals rather than mastery.

Which one of the following statements probably best explains why reciprocal teaching is so​ effective? A. Students can observe the ways that their classmates process information. B. Students become increasingly capable of abstract thought. C. Students believe they must compete with others and therefore work harder. D. Students have numerous opportunities to practice using visual imagery.

A. With reciprocal​ teaching, everyone reads the​ passages, and the students gradually begin to assume the​ teacher's role. When students learn to ask​ higher-level questions, they are able to see how their partners answer the questions and process information.

Which one of the following children most clearly shows a low level of​ self-efficacy? A. Carol​ doesn't think she has the ability to do her art project successfully. B. Bernice is so anxious in the classroom that she​ can't think clearly. C. Danny thinks his teacher​ doesn't like him. D. Anthony knows​ he's smart but feels that he has no control over his class grades.

A. ​Self-efficacy refers to beliefs about personal competence or effectiveness in a given area. Carol​ doesn't feel competent in art.

You are an​ eighth-grade teacher in the middle of leading your students through a difficult science experiment. The students are beginning to seem discouraged and are starting to lose interest because the procedure is difficult. Of the​ following, the best way to increase your​ students' sense of​ self-efficacy is to A. make sure they have mastery​ experiences, or personal experiences of success. B. first increase their​ self-esteem, which will lead to increases in​ self-efficacy. C. use social persuasion or a pep talk that​ says, "You can do​ it." D. give them difficult tasks so they will become resilient in the case of failure.

A.​Self-efficacy is a​ person's sense of being able to deal effectively with a particular task. It is a strong predictor of behavior. The most powerful source of​ self-efficacy information is mastery​ experiences, or personal experience of success.

A high school chemistry teacher has just given his students the results of their latest quiz. After​ class, three of them talk about their quiz grades.​ Pam, who has earned a​ C+, says,​ "I knew this test was going to be​ hard, and I guess I just did not study​ enough." Carrie,​ who's gotten a​ D, says,​ "I studied really​ hard; apparently I am just not cut out for​ chemistry." John looks at Carrie sympathetically and​ responds, "I do not get it. I got a B and I did not know what was going on. Maybe I was a good​ guesser." Which one of the following perspectives of motivation would be most helpful in understanding this​ conversation? A. ​Self-determination theory B. Attribution theory C. ​Expectancy-value theory D. Positive psychology

B. Attribution theory focuses on​ learners' beliefs about why various things happen to them. For​ instance, about why they do well or poorly on academic tasks.

Which one of the following students is attributing success or failure on a geology test to an internal source and thinks the cause is unstable and​ controllable? A. Brenden said he studied​ hard, but he failed because he is just not good in geology. B. Duncan said he did well on the test because he studied hard. C. Emily said she did well on her test because she is smart in science. D. Kara said she failed the test because it was too difficult.

B. Duncan believes his study​ (internal source) brought his success. Study is a controllable cause. Doing well this time because he studied means he believes his success is unstablelong dashcan change over time if he does not study.

Which one of the following teachers has planned an effective cooperative learning​ activity? A. Ms.​ Cesta, who allows students to select their own​ 3-person groups and asks each group to select one book and write a joint book report about it. B. Mr.​ Antelyes, who assigns his students to work in​ pairs, gives them a series of lab experiments that they should complete by working​ together, and provides a set of prompts that they can ask each other. C. Mr.​ Ku, who selects a broad topic for his​ social-studies class, assigns each student a subtopic to​ research, and collects the individual reports into a single classroom display on the topic. D. Ms.​ Robertson, who separates her students into​ mixed-ability groups, asks each group to identify a​ leader, and presents a research topic that all students should contribute toward.

B. Effective cooperative learning requires students working together to achieve a shared learning goal. Providing a set of prompts helps to ensure that students work​ together, rather than​ independently, toward a single goal.

There are three general assumptions about learning and how knowledge is​ constructed: 1. Knowledge is acquired by constructing a representation of the outside world. Direct​ teaching, feedback, and explanation affect learning. Knowledge is accurate to the extent that it reflects the​ "way things really​ are" in the outside world. 2. Knowledge is constructed by​ transforming, organizing, and reorganizing previous knowledge. Knowledge is not a mirror of the external​ world, even though experience influences thinking and thinking influences knowledge. Exploration and discovery are more important than teaching. 3. Knowledge is constructed based on social interactions and experience. Knowledge reflects the outside world as filtered through and influenced by​ culture, language,​ beliefs, interactions with​ others, direct​ teaching, and modeling. Guided​ discovery, teaching,​ models, and coaching as well as the​ individual's prior​ knowledge, beliefs, and thinking affect learning. Which of these three assumptions is compatible with​ Vygotsky's theories? A. ​Vygotsky's theories are compatible with assumption 1. B. ​Vygotsky's theories are compatible with assumption 3. C. ​Vygotsky's theories are compatible with assumptions 1 and 3. D. ​Vygotsky's theories are compatible with assumption 2.

B. Knowledge grows through the interactions of internal​ (cognitive) and external​ (environmental and​ social) factors.​ Vygotsky's description of cognitive development through the appropriation and use of cultural tools such as language is consistent with this view.

Which teacher allows fun to get in the way of​ learning? A. Ms. Herscheimer shows pictures of her visit to the Tower of London as she talks about the 16th and 17th centuries in English history. B. Mr. Cook includes details about the extreme eating habits and personal health issues of French monarchs as he lectures about French history. C. Ms. Constantine invites a surprise guest to answer​ students' questions about wind and share information about his job as a wind turbine cowboy. D. Mr. Sims tells students to bring a favorite photo or small souvenir to use as a story starter for their written and oral presentations.

B. Mr.​ Cook's irrelevant details get in the way of learning the relevant information. While students focus on the seductive​ details, they miss the overall picture of the French​ people, the​ rulers, and key issues of the time period.

Every​ year, in her​ tenth-grade social studies​ class, Ms. Baard asks students to write​ 10-page research papers on a topic relevant to the class. Many of her students lack confidence that they could ever write 10 pages on any​ topic, let alone one related to social studies. In order to give her students a boost in​ confidence, Ms. Baard shows them several papers that last​ year's students​ wrote, saying,​ "These students all started out the same way you did. They were convinced that they could never write a​ 10-page paper.​ But, look at what they were able to accomplish once they set their minds to​ it." Would motivation theorists recommend that Ms. Baard show her students what some of the previous​ year's students were able to​ do? Why or why​ not? A. ​No, because this sets up a situation in which the students feel as if they are competing with students in the previous​ year's class. B. ​Yes, because seeing peers be successful at a task can enhance​ students' efficacy for completing it themselves. C. ​Yes, because this strategy is likely to enhance​ students' sense of relatedness to the previous​ year's students. D. ​No, because this strategy is likely to encourage performance goals rather than mastery goals.

B. Researchers have shown this to be true. It is important to​ note, however, that Ms. Baard should show papers from the previous year only if the​ papers' authors and their parents have given her permission to do so.

The five core social and emotional skills and competencies essential to emotional​ self-regulation include​ self-awareness, self-management, social​ awareness, relationship​ skills, and A. volition. B. ​self-efficacy. C. cognitive behavior modification. D. responsible decision making.

B. Responsible decision making involves making decisions based on consideration of ethical​ standards, safety​ concerns, appropriate social​ norms, respect for​ others, and likely consequences of various actions. It also involves applying these​ decision-making skills to academic and social situations and contributing to the​ well-being of​ one's school and community.

Which one of the following is the best example of a student attributing success to internal​ factors? A. ​Polly's teacher has just told her that she will be the group leader for her reading group next quarter. Polly is glad her teacher is in a good mood today. B. Sue Ellen has just received a good grade on her geography test. She is proud that she did so well and glad that she studied hard. C. Shasta has just received an​ "A" on her final exam in world history and is feeling very grateful to the teacher for her good grade. D. Renata has just received a good grade on her math​ test, and she is glad that her mother got her a math tutor.

B. Sue Ellen believes she earned her good grade. Her studying​ (internal) was the attributing factor.

Ms. Carpenter wants to choose a developmentally appropriate program to use with her​ first-grade class to help them learn basic concepts in science. She is interested in the multimedia features of the programs she has reviewed. Which question should Ms. Carpenter​ prioritize? A. Do the multimedia features entertain and hold​ students' attention? B. Do the multimedia features add to​ learning? C. Do the multimedia features interfere with other​ students? D. Do the multimedia features promote social​ interaction?

B. Teachers need to focus on software that adds to learning.

Which of the following strategies is LEAST likely to be effective in teaching emotional​ self-regulation? A. After a loud dispute on the playground about whose turn it was to go to​ bat, Mr. Jeffries begins the class by asking all the students to write down the best way to ask someone not to get in line out of​ turn, and then to write how they would apologize if they accidentally took someone​ else's place in line. B. When two students begin to argue about who did the most work on a group​ assignment, the teacher​ says, "Now just stop fighting.​ It's not important to decide who works​ harder." C. When an argument begins in the lunchroom and one child calls another child a stupid​ baby, Ms. Leonard says​ "Cheri, look at​ Deandra's face. How do you think she feels when you say those​ things?" D. At the end of​ practice, the soccer coach holds a discussion with his team about how they will react if spectators at their next game yell insulting things.

B. This is particularly​ unhelpful, because there is no recognition of the problem and no strategy for handling the emotions involved.

Students in an​ eighth-grade science class work in small groups to collect data about bacteria and pollutants in a local lake. They use a computer software program that allows them to share and interpret their findings and to critique and add to one​ another's conclusions. What positive effects is this instructional strategy likely to​ provide? A. Skill in a virtual learning environment B. Active engagement and authenticity C. Increased skill with tutorial programs D. No positive effects

B. This strategy provides the positive effects of active engagement as students collect​ data, share and interpret their​ findings, and critique one​ another's conclusions. It provides authenticity as students work with​ real-world data about bacteria and pollutants in a local lake.

One of your fellow​ teachers, Mrs.​ Morales, is having trouble managing her classroom. She​ says, "I am tired of always having to keep everyone in line. How do you get your students to​ self-regulate?" You might suggest to Mrs. Morales that one way teachers can encourage student​ self-regulation is to A. introduce activities that are challenging and complex. B. provide students with choices about what and how they will learn. C. give students​ ill-structured problems that have multiple correct answers. D. create frequent opportunities for students to engage in cooperative learning.

B. When actions and choices are​ self-determined and not controlled by​ others, students are more likely to​ self-regulate. So, providing the students with choices about what and how they will learn could help students​ self-regulate and reduce the need to​ "keep everyone in​ line."

Which one of these teachers is using the Jigsaw​ strategy? A. Ms.​ Trembilo's third-grade class is learning about nouns in an integrated English and social studies unit. Each day the class gets a new list of nouns associated with their social studies unit. They work in groups of four and quiz one another on the new nouns and take turns finding and reading the sentences in the social text that include the new nouns. B. Mr.​ Santana's third-grade class is studying about Native Americans. The students are working in groups of four to learn about​ Navajo, Sioux,​ Chickasaw, and Seminole Indians. Each member of the group takes one Indian​ tribe, learns about the​ tribe's homes, and then teaches the other group members. C. Ms.​ Aquino's third-grade students are learning about​ solids, liquids, and gases. She has set up centers around the room to help students experiment and learn about the different states of matter. In groups of​ four, the students conduct experiments at each center and draw conclusions at each center. D. Mr.​ Wilfred's third-grade class is learning to multiply by hundreds. Some of the students grasp the concept and master the skill quickly. Others struggle to understand. Students are divided into groups with two strong students working with two struggling students. The strong students use kid language to guide the struggling students.

B. When teachers use the Jigsaw​ strategy, they assign part of the material to each member of a group. Each member becomes the expert on his or her part and teaches other group members. Mr.​ Santana's students used the Jigsaw approach to learn about the homes of various Indian tribes and share their learning with group members.

Which of the following students most clearly appears to be in the forethought phase of​ self-regulated learning? A. Grant is afraid of becoming overwhelmed with his senior​ thesis, so he sets up intermediate goals to focus on. B. Alexia knows​ she's not very good at​ geometry, so she selects the project option that requires a modest amount of work but​ won't award her an A. C. Monica tends to get lower grades in French class than in her other​ classes, so she sets up a set of questions to ask herself as she studies vocabulary. D. Ryan did poorly on his last science​ test, so he reconsiders his study strategies and plans to make changes in the future.

B.Forethought involves analyzing the task and setting goals. It usually includes a component of​ self-evaluation.

Ms. Fernandez is teaching a class on theories of learning and wants her students to be able to connect the theories to the real world and to understand their importance in the real world. She gives her students the following assignment. Small groups of students select a topic from a learning theory​ (e.g., operant​ conditioning, observational​ learning, or the development of memory​ strategies) and interview or observe two​ "learners" in the real world. Students are responsible for filming their observations and interviews and​ explaining, in an introduction to their​ film, the concept they are going to discuss and how their filmed examples illustrate the concept in the real world. Which teaching approach below best typifies Ms. Fernandez​ 's teaching​ strategy? A. Structured controversy B. Reciprocal questioning C. Inquiry learning D. Cognitive apprenticeship

C Inquiry learning is an approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions. Ms. Fernandez presented a puzzling situation. Students gathered​ data, tested their​ conclusions, and presented their solutions.

Which one of the following settings most likely represents intrinsic​ motivation? A. Carson is showing his friends his baseball trophy. B. Dorinda is displaying her diploma for everyone to see. C. Caitlin is reading a chapter book by her favorite author. D. Jerome is showing his mom his high score in science.

C. Caitlin is most likely intrinsically motivated. She seems to be pursuing her personal interests and does not seem to be motivated by an external reward. Reading a book by her favorite author is probably satisfying to her.

Which of the following theorists supports a humanistic view of​ motivation? A. Bandura B. Wenger C. Maslow D. Skinner

C. From the humanistic​ perspective, to motivate means to encourage​ people's inner resourceslong dashtheir sense of​ competence, self-esteem,​ autonomy, and​ self-actualization. Maslow's theory is an influential humanistic explanation of motivation.

Which one of the following examples most clearly illustrates a cognitive​ apprenticeship? A. An​ elementary-school teacher gives his students a lot of practice doing​ addition, subtraction,​ multiplication, and division problems so that they will be able to solve word problems more effectively later in the school year. B. In a high school chemistry​ lab, a teacher clearly describes the steps she expects her students to complete as they conduct the​ day's laboratory experiment. She also lists the things that students should do when they clean up after the experiment. C. A middle school English class is reading Robert​ Frost's "Stopping by Woods on a Snowy​ Evening." At the end of each​ verse, the teacher describes the visual images and feelings that the poem elicits for​ him, and he encourages his students to do likewise. D. A middle school physical education teacher puts her students in pairs as they practice their forward and backward rolls. She asks the students in each pair to observe each other and give each other feedback about how to improve.

C. In a cognitive​ apprenticeship, a​ less-experienced learner acquires knowledge and skills under the guidance of an expert. In this​ class, the teacher is guiding students to develop skills that he is using as he reads poetry.

Which of the following scenarios best represents​ second-wave constructivism? A. In a high school English​ class, each student creates a journal entry describing a​ most-embarrassing moment. B. In a​ ninth-grade speech​ class, the teacher instructs students to choose a topic for their persuasive speeches and develop an outline or mind map to show the organization of their ideas. C. In​ pairs, fourth-grade students solve a task in mathematics and explain their thinking to their partners. D. ​First-graders who struggle with spelling complete a​ drill-and-practice worksheet to help them memorize their new words.

C. The students are involved in social interaction as they construct knowledge.​ Second-wave constructivism focuses on the social and cultural sources of​ knowing, as in​ Vygotsky's theory.

Which one of these teachers is LEAST effective in supporting​ students' autonomy? A. Ms. Goodeau gives her​ fourth-grade students 12 new spelling words each week. Students are expected to learn​ spellings, definitions, and usage. Working in​ pairs, students divide the​ words, and each student writes six sentences. They help each other as needed and critique their​ partner's sentences. B. Ms. March gives her​ third-grade students new vocabulary words every week. She allows them to practice spelling with a partner and then work together to write sentences using each word. C. Mr. Abita suggests that his​ seventh-grade students look up the words they​ don't know as they read. He expects them to be accountable for all vocabulary in the reading text. Students are on their own to decide how they learn unfamiliar words. Vocabulary words are included on tests at the end of each unit. D. Mr. Kim expects his​ sixth-grade students to learn the spellings and definitions of new vocabulary words every week and write a paragraph using the new words. He allows students to choose the order in which they complete these​ tasks, but all must be completed by Wednesday.

C. Mr.​ Abita's approach is unstructured and unguided. He would support​ students' autonomy more effectively if he provided structure for learning vocabulary. Students need to know what words to include. Students need structured assignments​ (preferably with choices about the​ tasks) rather than unstructured free reign

Mr. Rawlins is faculty advisor for the high school service club. He attends every​ meeting, and he regularly provides the support students need to carry out their activities. During group​ discussions, however, he typically sits in the back of the room and offers advice only if club members ask for it or if he thinks the​ club's planned activities are in some way inappropriate. In taking this​ approach, Mr. Rawlins is most likely to A. reduce club​ members' interest in public service. B. promote debilitating anxiety about club leadership. C. enhance club​ members' sense of​ self-determination. D. decrease club​ members' sense of competence.

C. Mr.​ Rawlins's approach puts students in the​ decision-making role and shows that he has confidence in their ability to plan and carry out activities. This approach gives the students a sense of​ self-determination. The adult advisor is not controlling their actions and decisions.

Ms. Monahan teaches high school Spanish. For the​ students' final​ project, they create a diorama of an aspect of Spanish culture in a​ Spanish-speaking country or write and tell a story in Spanish. Which type of goal structure is Ms. Monahan​ using? A. Collaborative B. Competitive C. Individualistic D. Cooperative

C. Ms. Monahan uses individualistic goal structure. During the​ task, students believe their own attempt to reach the goal is not related to other​ students' attempts to reach the goal. They each reach the goal individually.

Rita plans to visit Ecuador some day because that is where her cousins live. When she gets to junior high​ school, she finally has a chance to take​ Spanish, a language she will need when she travels to South America.​ But, she decides to enroll in French instead so that she can be with her best friend. Based on this​ information, we can guess that Rita has a high need​ for: A. competence. B. autonomy. C. love and belongingness. D. ​self-worth.

C. Rita places a high priority on being with her​ friend, suggesting a strong need to feel socially connected to people she holds dear.

Karla has high​ self-efficacy regarding her ability to recall important dates in history. In other​ words, Karla A. feels good about her memory skills​ overall, and especially for this task. B. has expertise in the domain of history. C. has a positive assessment of her ability to be successful in this particular task. D. has overcome a low sense of​ self-esteem.

C. Self-efficacy is a​ person's sense of being able to deal effectively with a particular task. In​ Karla's own​ judgment, she is confident she will be successful and effective.

Triarchic reciprocal causality is the system of interactions at work in A. constructivist theory. B. sociocultural theory. C. social cognitive theory. D. behaviorist theory.

C. Social cognitive theory describes a system​ (triarchic reciprocal​ causality) of dynamic interplay among three kinds of​ influences: personal,​ environmental, and behavioral influences.

Constructionism differs from social constructivism in that it focuses​ on: A. how social​ interaction, cultural​ tools, and activity shape individual development. B. why individuals can never know objective reality or truth. C. how public knowledge is constructed. D. how thinking becomes organized and adaptive.

C. Social constructionists focus on how public knowledge in disciplines such as​ science, math,​ economics, or history is constructed. Social constructivists focus more on how individual knowledge is constructed.

Ms. Brady teaches algebra in middle school. She wants her students to set mastery goals in math. Which of the following should she​ do? A. Avoid giving specific feedback. It might discourage struggling students and lead to frustration. B. Create tasks that are challenging and offer incentives for achieving top scores. C. Create challenging tasks that focus on learning a specific skill in a relatively short period of time. D. Create assignments that are easy for her students and ensure their success.

C. Students are more likely to work toward​ clear, specific goals that are attainable within a relatively short period of time.

The following students all failed to solve a math problem. Identify the one who is most likely to benefit from encouragement that​ says, "Keep going. You can do​ this." A. A student with learned helplessness B. A student with failure acceptance C. A student with failure avoidance D. A student with failure expectations

C. Teachers may be able to prevent​ failure-avoiding students from becoming failure accepting by providing support and emphasizing that abilities are not​ set, but are always improvable.

A teacher poses the complex issue to his students whether there should be​ "e-high schools" or​ "digital classrooms" in which instruction is all offered via the internet and students do not attend school. By asking his students to research this issue and suggest possible​ solutions, the teacher is​ using: A. a cognitive apprenticeship. B. social inquiry learning. C. ​problem-based learning. D. service learning.

C. The goals of​ problem-based learning are to help students develop knowledge that is useful and flexible.​ Therefore, problem-based learning often provides students with realistic problems that do not necessarily have a right answer.

You watch another teacher successfully teach her students how to use the new digital scanning device in the physics​ lab, and you​ say, "If she can do​ it, I can do​ it." This indicates that your​ self-efficacy is influenced by A. social persuasion. B. reciprocal causality. C. vicarious experiences. D. mastery experiences.

C. Vicarious experiences are accomplishments that are modeled by someone else and influence​ self-efficacy beliefs, especially when the other person is perceived to be a model.

Which one of the following illustrates personal interest rather than situational​ interest? A. Trent gets totally wrapped up in the new adventure novel he began reading during free time. B. Jennifer is puzzled when a peeled hardboiled egg is suddenly sucked into a bottle after the teacher lights a fire inside the bottle. C. Victoria loves ballet and wants to become a ballerina when she grows up. D. Riley​ can't wait to find out​ what's in the big cardboard box his teacher has brought to school today

C. Victoria has a​ long-lasting interest that she maintains over timelong dasha personal interest.

In cooperative learning​ activities, a competitive atmosphere with extrinsic rewards can be most helpful​ when: A. the task requires extensive interaction and elaborative thought. B. group members experience positive interdependence. C. the task is highly​ structured, such as reviewing or skill building. D. all students are expected to rotate through leadership positions.

C. When the task is highly​ structured, extrinsic rewards for the group can lead to enhanced​ motivation, greater​ effort, and persistence.

Which one of the following statements most accurately describes the relationship between intrinsic and extrinsic​ motivation? A. Learners who are high in intrinsic motivation are generally low in extrinsic​ motivation, and vice versa. B. Extrinsic motivation is a necessary but insufficient condition for intrinsic​ motivation; that​ is, a learner who has intrinsic motivation must first have extrinsic​ motivation, but extrinsic motivation does not guarantee intrinsic motivation. C. Learners can be high in​ both, low in​ both, or high in one and low in the other. D. Learners who are high in intrinsic motivation tend also to be high in extrinsic motivation.

C. ​Sometimes, but not​ always, learners are simultaneously motivated by both intrinsic and extrinsic factors.

A relationship in which a less-experienced learner acquires knowledge and skills under the guidance of an expert.

Cognitive Apprenticeship

View that emphasizes the active role of the learner in building understanding and making sense of information.

Constructivism

Which one of the following is the best example of a performance​ goal? A. ​"When I'm in​ college, I'm taking classes​ year-round to be ready for the job market​ sooner." B. ​"I am going to memorize that piece for the band by this Friday so that I can go to the mall with Jorge this​ weekend." C. ​"I want to major in technical writing when​ I'm a freshman at the university. That way I can get a job in the computer industry right after I graduate with my​ bachelor's degree." D. ​"I'm taking chemistry at our local community college so I can be sure to get a good grade. That will look good on my​ transcript."

D. A performance goal is focused on demonstration of ability to others and to​ oneself, and students with performance goals may be concerned about how they appear to others.

Three of the following tasks are authentic tasks. Which one is NOT an authentic​ task? A. Students make posters to warn about the damage of erosion in the region. B. Students cut pizza slices to understand fractions in third grade. C. Students develop skits to demonstrate conflict resolution in high school. D. Students use a number line to learn to add numbers in the first grade.

D. An authentic task has some connection to the​ real-life problems and situations that students will face outside the classroom. The number line is a good tool for learning to​ add, but the task is not an authentic task. It does not tie​ real-world problem solving to the academic task.

Kendra has very little confidence in her ability to do well in her English literature class. She has not mastered skills that her peers have mastered. Based on research about the effects of​ self-efficacy, we can reasonably predict that Kendra is likely to do all of the following things EXCEPT A. give up easily when she runs into obstacles in English literature. B. engage in rote learning as she studies for English literature. C. achieve at a low level in English literature. D. exert a lot of effort in her literature class.

D. As a result of her low​ self-efficacy, Kendra is unlikely to exert much effort. Learners tend to put forth greater effort when they have high​ self-efficacy.

If you want to address your​ students' need for competence​, your best strategy would be to A. remind them of the importance of high school grades for college admission. B. remind them that their parents will be proud of their achievements. C. give them easy tasks to boost their sense of​ self-efficacy. D. help them master challenging tasks.

D. Competence relates to achievement and a sense of mastery. Addressing​ students' need for competence involves each​ student's achievement, not the​ teacher's controlling​ reminders, and not tasks that fail to stretch students to achieve and feel competent to tackle new tasks.

Teachers who design classroom activities based on constructivist principles are most likely to A. give the responsibility for learning entirely to the students. B. encourage the practice of basic skills drills and mnemonic strategies. C. present a template showing how an activity should be completed. D. present complex problems in authentic activities.

D. Constructivist approaches recommend that teachers embed learning in​ complex, realistic, and relevant learning environments.

Joanna has an important English exam coming up in 2​ days, but she still has not completed the reading for the test. She needs to finish The Things They Carried and read almost all of On The​ Road, and she also needs to review the material from earlier in the semester. She knows that if she does not do well on this​ exam, her chances of getting an​ "A" will​ vanish, and she may even get a​ "B-" or a​ "C" in the class.​ Still, Joanna cannot seem to make herself sit down and do her​ work, even though she is anxious about the test. Which of the following is likely to be the case for​ Joanna? A. Her​ self-efficacy is low. B. She does not know what to study. C. She is lacking in​ self-esteem. D. She is lacking in volition.

D. Joanna has motivation in the form of her​ grades, and she knows what she needs to​ do, but she does not have the volition necessary to complete her reading.

Kristi, a middle school​ student, wants to get a computer. She spends all of her spare time reading about technology and tinkering with computers in the school lab. Her parents have told her to wait until​ she's in high school to get a job and earn money for her own computer. But Kristi has found ways to save money without a job. She skips lunch and goes hungry to save her lunch money. She packs snacks into her backpack from home and sells them to friends at school. How does​ Kristi's situation fit into​ Maslow's hierarchy? A. ​Kristi's situation fits​ Maslow's idea that students need to have their deficiency needs met. B. ​Kristi's situation proves​ Maslow's idea that​ students' being needs are more important than their deficiency needs. C. ​Kristi's situation proves​ Maslow's idea that students must have their​ self-esteem needs met. D. ​Kristi's situation does not fit​ Maslow's theory.

D. Kristi is denying herself the basic need for food in order to pursue a desire that is higher on the hierarchy.​ Kristi's situation defies​ Maslow's hierarchy.

Which one of the following scenarios is the best example of​ scaffolding? A. Mr. Cole gives a detailed description about the events leading up to the terrorist attack in the United States on September​ 11, 2001. B. Mr. Michels has his​ fifth-grade students write a research paper on the state of their own choosing. C. Ms. Maldonado equips her special education classroom with a variety of games that students can use during free time. D. Before Ms.​ Rodriquez's students begin the new problem​ set, she provides a graphic organizer to help them complete the steps in order.

D. Ms. Rodriquez scaffolds learning by providing a prompt to help students successfully execute a new and challenging task.

Ms. Freeman tells her​ students, "You can do​ this! You can have this play ready by the Friday​ opening-night performance." According to social cognitive​ theory, this type of social persuasion is likely to A. have no​ effect; this type of pep talk will not influence​ students' self-efficacy beliefs. B. reinforce any​ self-doubt among the students. C. have a significant and enduring impact on her​ students' self-efficacy beliefs. D. encourage the students to feel confident as they put out a strong effort.

D. Ms.​ Freeman's social persuasion alone cannot create enduring increases in​ self-efficacy, but this type of pep talk can lead her students to make an​ effort, attempt new​ strategies, or try hard enough to succeed.

Three of the following are likely to increase a​ student's internalized motivation and​ self-efficacy about performing a difficult gymnastic stunt. Which one is LEAST likely to enhance the​ student's self-efficacy for the​ stunt? A. Seeing​ age-mates of similar ability master the stunt B. Successfully mastering gymnastics skills that are slightly easier C. Being assured that the gymnastics coach will offer frequent suggestions for improvement D. Having a lot of practice in other​ sports, such as swimming and soccer

D. Practice in other sports is least likely to enhance this​ student's self-efficacy. In​ general, self-efficacy is fairly​ task-specific. Gymnastic skills are different from either swimming or soccer.

In​ general, developmentally appropriate​ computer-based activities for preschool children​ should: A. are highly structured with a clear goal. B. require children to work together. C. include a variety of multimedia features. D. encourage creativity and​ problem-solving.

D. Researchers believe that for very young​ children, computer-based activities can be effectively used in educational settings when they are​ open-ended and encourage​ discovery, exploration, problem​ solving, and understanding of cause and effect.

From a constructivist​ perspective, situated learning refers to the idea​ that: A. learning is best done in a complex environment. B. effective teaching should be​ student-centered and authentic. C. academic learning is not​ "true" learning because it is not in​ real-world context. D. knowledge is bound to the time and place in which it is constructed.

D. Situated learning emphasizes that learning involves adopting the​ norms, behaviors,​ skills, beliefs,​ language, and attitudes of a particular community.

Mr. Thomas volunteers to mentor​ at-risk children at his local high school every Friday afternoon. When asked by a local reporter why he is giving up an afternoon of pay each week to work with​ teenagers, he​ responds, "I want to make a difference in​ someone's life. Maybe if they can see that I am​ successful, and I can show them a way out​ (of the​ ghetto), then I will have paid it​ forward." Which one of the following concepts best characterizes Mr.​ Thomas's motivation in this​ situation? A. External attribution B. Need for​ self-determination C. Extrinsic motivation D. Social goal

D. Social goals take many​ forms; in some cases they involve contributing to other​ people's welfare.

Which of the following is a basic assumption of the learning​ sciences? A. Learning begins with the mind as a blank slate. B. Learning comes from master teaching. C. Learning comes from listening and absorbing information. D. Learning comes from the learner.

D. Students must actively participate in their own personal construction of knowledge.

In the​ classroom, teachers must decide what level of controlling behavior and controlling communication they use. What most likely happens to​ students' intrinsic motivation when teachers use controlling behaviors and controlling​ language? A. Intrinsic motivation most likely increases. B. Intrinsic motivation is most likely unaffected. C. Intrinsic motivation may increase or​ decrease, because it is based on the individual. D. Intrinsic motivation most likely decreases.

D. Students need autonomy and some sense of control. If the teacher increases control over​ students, their intrinsic motivation will most likely decrease.

The following students are all struggling with a difficult learning task. Which student is most likely to determine that he or she will​ succeed? A. A student who holds an entity view of ability B. A student who attributes failure to stable conditions C. A student who attributes failure to uncontrollable events D. A student who holds an incremental view of ability

D. Students with an incremental view of ability believe they can increase their knowledge by hard​ work, study, and practice. They believe they can improve their ability and that success is possible.

Within a system of triarchic reciprocal​ causality, the behavior of any individual student​ affects: A. the​ students' achievement outcomes and the prestige of the behavioral model. B. the type of feedback the student receives but not the type of instruction. C. the​ students' motivation but not the​ teacher's behavior. D. aspects of the instruction that the student receives and the​ student's achievement.

D. Triarchic reciprocal causality is the dynamic interplay among three kinds of​ influences: personal,​ environmental, and behavioral.

Manuel is a junior in high school. He claims that he is motivated to go to a particular university because for three generations his family members have attended that university and graduated with high honors. He wants to be like them and share this part of the family identity. Which one of the five general views of motivation most closely aligns with​ Manuel's statement about his motivation and his concern for​ identity? A. Humanistic B. Social cognitive C. Behavioral D. Sociocultural

D. ​Manuel's emphasis on identity with his family tradition aligns with sociocultural views. Sociocultural views of motivation emphasize​ identity, participation, and interpersonal relations within communities of practice.

Joey says to​ himself, "I really do not want to do my homework now.​ It's Friday​ night, but I know​ I'll feel good on Saturday when I​ don't have any homework left.​ Then, I can play soccer and not worry about anything. I guess I will go ahead and do it​ now." The process he uses to activate his​ thoughts, behaviors, and emotions to reach his goals is referred to as A. ​self-evaluation. B. ​self-esteem. C. ​self-efficacy. D. ​self-regulation.

D. ​Self-regulated learners transform their mental​ abilities, whatever they​ are, into academic skills and strategies. Joey is regulating his own behavior by thinking through the consequences of his actions and choosing the best strategy to achieve what he wants.

Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information in the process

Problem based learning

True or false; -Attainment value is the importance to the student in succeeding -Intrinsic value is the enjoyment the students get from the task -Utility value is determined by how much the task contributes to reaching short or long term goals

True

True or false; TARGET stands for nature of the Task, Autonomy allowed in working, Recognized for accomplishments, Grouping practices, Evaluation procedures, and scheduling of Time?

True

True or false; epistemological beliefs are ways of understanding how we think and learn. Includes one's understanding of the structure, certainty, and stability of that knowledge.

True

True or false; expectency x value theories are related to the social cognitive perspective?

True