Question 1

In social cognitive theorists' conceptualization of reciprocal causation, which one of the following is a person factor?

Accepted Answer

A) Alma got an A in science last year. 
B) Bree expects to do well in science this year. 
C) Curt's friend Doug will be in his science class this year. 
D) Doug has already read the first two chapters of his science textbook. 
A) Alma got an A in science last year. 
B) Bree expects to do well in science this year. 
C) Curt's friend Doug will be in his science class this year. 
D) Doug has already read the first two chapters of his science textbook. B

Question 2

Which one of the following illustrates the self-imposed contingencies aspect of self- regulation?

Accepted Answer

A) Adele feels terrible when she inadvertently hurts a classmate's feelings. 
B) Bonnie knows how happy her parents will be if she brings home a good report card. 
C) Clint doesn't like striking out when it's his turn at bat because his teammates will think he's a bad baseball player. 
D) Daryl checks his watch frequently as he takes a standardized test to be sure he can finish the test in the allotted time. 
A) Adele feels terrible when she inadvertently hurts a classmate's feelings. 
B) Bonnie knows how happy her parents will be if she brings home a good report card. 
C) Clint doesn't like striking out when it's his turn at bat because his teammates will think he's a bad baseball player. 
D) Daryl checks his watch frequently as he takes a standardized test to be sure he can finish the test in the allotted time. A

Question 3

Three of the following statements are accurate about students with special needs.Which statement is not necessarily accurate?

Accepted Answer

A) Students with specific cognitive difficulties often have low self-efficacy for academic tasks. 
B) Students with social or behavioral problems may have friends who model inappropriate social behavior. 
C) Students with advanced cognitive development 
D) Students with general delays in cognitive and social functioning are unable to develop self-regulatory skills even with extensive training. 
E) g., students who are gifted)sometimes have little experience in dealing with failure. 
A) Students with specific cognitive difficulties often have low self-efficacy for academic tasks. 
B) Students with social or behavioral problems may have friends who model inappropriate social behavior. 
C) Students with advanced cognitive development 
D) Students with general delays in cognitive and social functioning are unable to develop self-regulatory skills even with extensive training. 
E) g., students who are gifted)sometimes have little experience in dealing with failure. D

Question 4

According to social cognitive theorists, reinforcement affects learning because it:

Accepted Answer

A) Encourages students to pay attention 
B) Reduces the likelihood of punishment 
C) Strengthens stimulus-response connections 
D) Makes students feel good, thereby eliminating any emotions that might interfere with the learning process 
A) Encourages students to pay attention 
B) Reduces the likelihood of punishment 
C) Strengthens stimulus-response connections 
D) Makes students feel good, thereby eliminating any emotions that might interfere with the learning process

Question 5

Natalie is sometimes too impulsive when she answers multiple-choice questions on standardized achievement tests: She picks an answer before she has even read all the alternatives.Natalie knows she has a problem and would really like to change her behavior.The concept we can best apply in helping Natalie is:

Accepted Answer

A) Intermittent reinforcement 
B) Self-instructions 
C) Punishment 
D) Cueing 
A) Intermittent reinforcement 
B) Self-instructions 
C) Punishment 
D) Cueing

Question 6

Which one of the following alternatives best describes vicarious reinforcement?

Accepted Answer

A) Anticipating future reinforcement 
B) Receiving reinforcement after behaving inappropriately 
C) Remembering reinforcement that one has previously received 
D) Watching someone else receive reinforcement for a behavior 
A) Anticipating future reinforcement 
B) Receiving reinforcement after behaving inappropriately 
C) Remembering reinforcement that one has previously received 
D) Watching someone else receive reinforcement for a behavior

Question 7

Mr.Limpitlaw wants to increase his female students' self-efficacy for mastering simple car maintenance procedures.He can best do this by:

Accepted Answer

A) Presenting a film that shows an experienced auto mechanic at work 
B) Describing how easily he learned these things when he was their age 
C) Having the students watch other girls successfully change the oil and the air filter 
D) Having the students read a book with clear, step-by-step instructions for changing the oil and the air filter 
A) Presenting a film that shows an experienced auto mechanic at work 
B) Describing how easily he learned these things when he was their age 
C) Having the students watch other girls successfully change the oil and the air filter 
D) Having the students read a book with clear, step-by-step instructions for changing the oil and the air filter

Question 8

From a social cognitive theory perspective, which one of the following children most clearly reflects a key ingredient of self-regulation as social cognitive theorists define it?

Accepted Answer

A) Anne does her chores so that she will get her weekly allowance. 
B) Bob is proud of the fact that he always keeps a promise. 
C) Carol hopes she can stay awake during class because she knows she will be tested on the information being presented. 
D) Donald refrains from punching a classmate because he thinks his teacher might be watching. 
A) Anne does her chores so that she will get her weekly allowance. 
B) Bob is proud of the fact that he always keeps a promise. 
C) Carol hopes she can stay awake during class because she knows she will be tested on the information being presented. 
D) Donald refrains from punching a classmate because he thinks his teacher might be watching.

Question 9

Ms.Goodsell is thinking about how she might help the students in her introductory French class learn to pronounce the word bonjour correctly.Which one of her thoughts below is most consistent with a social cognitive perspective of learning?

Accepted Answer

A) "If I explain the parts of the word-if I tell them that bon means "good" and jour means "day"-then they will have an easier time understanding why the word is pronounced the way it is." 
B) "I need to be patient.Correct pronunciation will come in time for those students who are really motivated to speak French." 
C) "Maybe I should explain how certain letters and letter combinations are consistently pronounced differently in French than they are in English." 
D) "Maybe I should show them how I form my mouth and lips as I pronounce the word and then encourage them to imitate me." 
A) "If I explain the parts of the word-if I tell them that bon means "good" and jour means "day"-then they will have an easier time understanding why the word is pronounced the way it is." 
B) "I need to be patient.Correct pronunciation will come in time for those students who are really motivated to speak French." 
C) "Maybe I should explain how certain letters and letter combinations are consistently pronounced differently in French than they are in English." 
D) "Maybe I should show them how I form my mouth and lips as I pronounce the word and then encourage them to imitate me."

Question 10

Jim has a high sense of self-efficacy regarding his ability to work with wood.Based on this information, we would predict three of the following from social cognitive theory.Which one of the following would we not necessarily predict?

Accepted Answer

A) Jim will frequently choose activities that involve working with wood. 
B) Jim will be a bit careless when he works with wood, so he will often make silly little mistakes. 
C) Compared to Joe, who has low self-efficacy, Jim will do a better job at woodworking tasks. 
D) If Jim has difficulty at a task requiring his woodworking skills, he will tend to "try, try again" until he gets it right. 
A) Jim will frequently choose activities that involve working with wood. 
B) Jim will be a bit careless when he works with wood, so he will often make silly little mistakes. 
C) Compared to Joe, who has low self-efficacy, Jim will do a better job at woodworking tasks. 
D) If Jim has difficulty at a task requiring his woodworking skills, he will tend to "try, try again" until he gets it right.

Question 11

A guest speaker is coming to your classroom, and you want your students to treat her with courtesy and respect.You decide to give your students 15 minutes of free time if they show appropriate behavior during the guest's visit.From the perspective of social cognitive theory, your reinforcement is likely to work only if your students:

Accepted Answer

A) Also experience intrinsic reinforcement for good behavior 
B) Expect that this consequence will follow their good behavior 
C) Have previously been directly reinforced for such behavior 
D) Have previously been vicariously reinforced for such behavior 
A) Also experience intrinsic reinforcement for good behavior 
B) Expect that this consequence will follow their good behavior 
C) Have previously been directly reinforced for such behavior 
D) Have previously been vicariously reinforced for such behavior

Question 12

When students keep a written record of their own desirable and undesirable behaviors, then:

Accepted Answer

A) Desirable behaviors increase in frequency, but undesirable behaviors remain the same. 
B) Undesirable behaviors decrease in frequency, but desirable behaviors remain the same. 
C) Desirable behaviors increase and undesirable behaviors decrease. 
D) Such record-keeping has little effect on behavior. 
A) Desirable behaviors increase in frequency, but undesirable behaviors remain the same. 
B) Undesirable behaviors decrease in frequency, but desirable behaviors remain the same. 
C) Desirable behaviors increase and undesirable behaviors decrease. 
D) Such record-keeping has little effect on behavior.

Question 13

Listed below are four reasons that students might not want to take their schoolwork seriously or to try very hard to succeed at classroom tasks.Which one of these reasons is consistent with the concept of self-efficacy?

Accepted Answer

A) Anthony is more interested in horsing around with his friends. 
B) Bernice is so anxious in the classroom that she can't think clearly. 
C) Carol doesn't think she has the ability to do the work successfully. 
D) Danny thinks his teacher doesn't like him. 
A) Anthony is more interested in horsing around with his friends. 
B) Bernice is so anxious in the classroom that she can't think clearly. 
C) Carol doesn't think she has the ability to do the work successfully. 
D) Danny thinks his teacher doesn't like him.

Question 14

Three of the following statements are consistent with social cognitive theory.Which one is not?

Accepted Answer

A) Behavior is goal-directed in nature. 
B) Learning occurs only when a change in behavior also occurs. 
C) Reinforcement has an indirect rather than direct effect on learning. 
D) Reinforcement has an effect not only on the individual being reinforced but on others as well. 
A) Behavior is goal-directed in nature. 
B) Learning occurs only when a change in behavior also occurs. 
C) Reinforcement has an indirect rather than direct effect on learning. 
D) Reinforcement has an effect not only on the individual being reinforced but on others as well.

Question 15

From the perspective of social cognitive theory, it is essential that we follow through with the reinforcement we have said will follow certain behaviors.Why is such follow- through important?

Accepted Answer

A) When expected reinforcement doesn't occur, students feel punished. 
B) Vicarious reinforcement alone is a relatively ineffective means of changing behavior. 
C) Students' self-efficacy is adversely affected if they don't receive reinforcement on a regular basis. 
D) Students learn more quickly when they are reinforced intermittently rather than continuously. 
A) When expected reinforcement doesn't occur, students feel punished. 
B) Vicarious reinforcement alone is a relatively ineffective means of changing behavior. 
C) Students' self-efficacy is adversely affected if they don't receive reinforcement on a regular basis. 
D) Students learn more quickly when they are reinforced intermittently rather than continuously.

Question 16

Which one of the following is the closest approximation to co-regulated learning?

Accepted Answer

A) Kieran takes detailed notes during a lecture in his class. 
B) When studying for a quiz, Malika tries to answer the questions on the study guide her teacher has provided. 
C) Suki is studying for a history test.She knows she has trouble with dates, so she checks herself by giving herself a short quiz after each chapter. 
D) Norm is preparing to take the SAT Reasoning Test, required for admission to many colleges, so he checks out an SAT preparation book from the local library and reads it from cover to cover. 
A) Kieran takes detailed notes during a lecture in his class. 
B) When studying for a quiz, Malika tries to answer the questions on the study guide her teacher has provided. 
C) Suki is studying for a history test.She knows she has trouble with dates, so she checks herself by giving herself a short quiz after each chapter. 
D) Norm is preparing to take the SAT Reasoning Test, required for admission to many colleges, so he checks out an SAT preparation book from the local library and reads it from cover to cover.

Question 17

Ms.Jefferson promises her students special treats if they turn in their homework assignments the following day.However, Ms.Jefferson forgets to bring the treats she promised.From the perspective of social cognitive theory, what has just happened to the students who turned in their homework assignments?

Accepted Answer

A) Their behavior has been extinguished. 
B) They have been punished for doing so. 
C) They have been vicariously reinforced for doing so. 
D) They have been negatively reinforced for doing so. 
A) Their behavior has been extinguished. 
B) They have been punished for doing so. 
C) They have been vicariously reinforced for doing so. 
D) They have been negatively reinforced for doing so.

Question 18

Three of the following are characteristics of self-regulated learning.Which one is not necessarily a characteristic associated with self-regulated learning?

Accepted Answer

A) Trying to focus one's attention on the task at hand 
B) Figuring out how best to use the time available to accomplish a particular learning task 
C) Deciding what one wants to learn while studying assigned reading materials 
D) Working as hard as possible to achieve the teacher's instructional objectives 
A) Trying to focus one's attention on the task at hand 
B) Figuring out how best to use the time available to accomplish a particular learning task 
C) Deciding what one wants to learn while studying assigned reading materials 
D) Working as hard as possible to achieve the teacher's instructional objectives

Question 19

Three of the following teachers are using strategies that should promote self-regulated learning.Which teacher, while almost certainly helping students learn more effectively, is probably not promoting self-regulated learning?

Accepted Answer

A) Ms.Henry recruits several parents to provide one-on-one tutoring for students who are having difficulty in a particular subject area. 
B) Mr.Isaacs gives his students several criteria they can use to evaluate their own research papers. 
C) Mr.Jankowski has his students work in small groups to study various endangered species. 
D) Ms.Lin requires all her students to do projects for the school science fair, but she lets them make their own decisions about the nature of their projects. 
A) Ms.Henry recruits several parents to provide one-on-one tutoring for students who are having difficulty in a particular subject area. 
B) Mr.Isaacs gives his students several criteria they can use to evaluate their own research papers. 
C) Mr.Jankowski has his students work in small groups to study various endangered species. 
D) Ms.Lin requires all her students to do projects for the school science fair, but she lets them make their own decisions about the nature of their projects.

Question 20

Social cognitive theorists tell us that students are most likely to work for goals that:

Accepted Answer

A) Their parents have set for them 
B) Their teachers have set for them 
C) Peer pressure imposes on them 
D) They have chosen for themselves 
A) Their parents have set for them 
B) Their teachers have set for them 
C) Peer pressure imposes on them 
D) They have chosen for themselves

In social cognitive theorists' conceptualization of reciprocal causation, which one of the following is a person factor?

Which one of the following illustrates the self-imposed contingencies aspect of self- regulation?

Three of the following statements are accurate about students with special needs.Which statement is not necessarily accurate?

According to social cognitive theorists, reinforcement affects learning because it:

Which one of the following alternatives best describes vicarious reinforcement?

Mr.Limpitlaw wants to increase his female students' self-efficacy for mastering simple car maintenance procedures.He can best do this by:

From a social cognitive theory perspective, which one of the following children most clearly reflects a key ingredient of self-regulation as social cognitive theorists define it?

Ms.Goodsell is thinking about how she might help the students in her introductory French class learn to pronounce the word bonjour correctly.Which one of her thoughts below is most consistent with a social cognitive perspective of learning?

Jim has a high sense of self-efficacy regarding his ability to work with wood.Based on this information, we would predict three of the following from social cognitive theory.Which one of the following would we not necessarily predict?

When students keep a written record of their own desirable and undesirable behaviors, then:

Listed below are four reasons that students might not want to take their schoolwork seriously or to try very hard to succeed at classroom tasks.Which one of these reasons is consistent with the concept of self-efficacy?

Three of the following statements are consistent with social cognitive theory.Which one is not?

From the perspective of social cognitive theory, it is essential that we follow through with the reinforcement we have said will follow certain behaviors.Why is such follow- through important?

Which one of the following is the closest approximation to co-regulated learning?

Three of the following are characteristics of self-regulated learning.Which one is not necessarily a characteristic associated with self-regulated learning?

Three of the following teachers are using strategies that should promote self-regulated learning.Which teacher, while almost certainly helping students learn more effectively, is probably not promoting self-regulated learning?

Social cognitive theorists tell us that students are most likely to work for goals that:

Teaching and Educational Psychology

Cognitive and Linguistic Development

Personal and Social Development

Group Differences

Individual Differences and Special Educational Needs

Learning and Cognitive Processes

Knowledge Construction

Complex Cognitive Processes

Behaviorist Views of Learning

Motivation and Affect

Instructional Strategies

Creating a Productive Learning Environment

Classroom Assessment Strategies

Filters

Exam 10: Social Cognitive Views of Learning

In social cognitive theorists' conceptualization of reciprocal causation, which one of the following is a person factor?

Which one of the following illustrates the self-imposed contingencies aspect of self- regulation?

Three of the following statements are accurate about students with special needs.Which statement is not necessarily accurate?

According to social cognitive theorists, reinforcement affects learning because it:

Which one of the following alternatives best describes vicarious reinforcement?

Mr.Limpitlaw wants to increase his female students' self-efficacy for mastering simple car maintenance procedures.He can best do this by:

From a social cognitive theory perspective, which one of the following children most clearly reflects a key ingredient of self-regulation as social cognitive theorists define it?

Ms.Goodsell is thinking about how she might help the students in her introductory French class learn to pronounce the word bonjour correctly.Which one of her thoughts below is most consistent with a social cognitive perspective of learning?

Jim has a high sense of self-efficacy regarding his ability to work with wood.Based on this information, we would predict three of the following from social cognitive theory.Which one of the following would we not necessarily predict?

When students keep a written record of their own desirable and undesirable behaviors, then:

Listed below are four reasons that students might not want to take their schoolwork seriously or to try very hard to succeed at classroom tasks.Which one of these reasons is consistent with the concept of self-efficacy?

Three of the following statements are consistent with social cognitive theory.Which one is not?

From the perspective of social cognitive theory, it is essential that we follow through with the reinforcement we have said will follow certain behaviors.Why is such follow- through important?

Which one of the following is the closest approximation to co-regulated learning?

Three of the following are characteristics of self-regulated learning.Which one is not necessarily a characteristic associated with self-regulated learning?

Three of the following teachers are using strategies that should promote self-regulated learning.Which teacher, while almost certainly helping students learn more effectively, is probably not promoting self-regulated learning?

Social cognitive theorists tell us that students are most likely to work for goals that:

Teaching and Educational Psychology

Cognitive and Linguistic Development

Personal and Social Development

Group Differences

Individual Differences and Special Educational Needs

Learning and Cognitive Processes

Knowledge Construction

Complex Cognitive Processes

Behaviorist Views of Learning

Motivation and Affect

Instructional Strategies

Creating a Productive Learning Environment

Classroom Assessment Strategies

Filters