Deck 10: Social Cognitive Views of Learning and Motivation

Question 1

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.

Answer 1

a vicarious experience.

Question 2

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.

Answer 2

human agency.

Question 3

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

Answer 3

good self-control abilities

Question 4

Bandura's autobiography highlights how much his theories reflected his life as a

A) child prodigy.
B) self-directed learner.
C) gifted individual.
D) creative learner.

Question 5

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

A) modeling.
B) self-efficacy.
C) self-reinforcement.
D) vicarious reinforcement.

Question 6

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.

Question 7

Social learning theory emphasizes learning through

A) progress through stages of development.
B) interactions with experts.
C) observation of others.
D) interactions with teachers in a formal school setting.

Question 8

The following statement is true about the relation between self-efficacy and self-esteem.

A) There appears to be 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.

Question 9

In Bandura's social cognitive learning theory, the interaction among personal factors, environmental events, and behaviors is called

A) enactive learning.
B) reciprocal causality.
C) self-efficacy.
D) vicarious learning.

Question 10

Bandura suggested that the main limitation of traditional views of learning is that these views are

A) inaccurate.
B) incomplete.
C) too abstract.
D) too classroom-based.

Question 11

When failure does occur, self-regulated learners are LESS likely to

A) get defensive.
B) be persistent.
C) ask for help.
D) stay motivated.

Question 12

Which of the following is NOT supported by research?

A) School performance and self-efficacy increase when students adopt short-term goals.
B) School performance and self-efficacy increase when students are taught to use learning strategies.
C) School performance and self-efficacy increase when students receive rewards based on achievement.
D) School performance and self-efficacy increase when students receive praise for engaging in learning activities.

Question 13

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

A) Behavioral factors
B) Environmental factors
C) Personal factors
D) Social factors

Question 14

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.

Question 15

Bandura challenged and expanded his early work on behavioural conceptions of learning by focusing on

A) acquisition of knowledge.
B) observable performances.
C) principles of reinforcement and punishment.
D) social learning theory.

Question 16

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

A) modeling
B) social persuasion
C) volition
D) mastery experiences

Question 17

A teacher "following through" with a rule breaker, is an important part in capitalizing on

A) peer pressure.
B) punishment.
C) the ripple effect.
D) modelling.

Question 18

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.

Question 19

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) modeling how to set specific goals.

Question 20

Which one of the following teaching approaches does Lynn Fuch (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 or her own.
D) At the beginning of each session, students should set new goals based on their previous math performance.

Question 21

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) motivation.
C) volition.
D) agency.

Question 22

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

Question 23

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

Question 24

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.

Question 25

Mr. Jacoby is very effective at encouraging his students to become self-regulated learners because he includes the following in his teaching:

A) Direct instruction on the aspects of self-regulated learning
B) Minimal feedback so that his students can evaluate their own work
C) Cooperative learning activities
D) Opportunities for students to develop their creative abilities

Question 26

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."

Question 27

According to Albert Bandura's social cognitive theory, peers

A) can harm student motivation.
B) are more important than teachers in regards 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.

Question 28

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) Labeling feelings in oneself and others.

Question 29

What are the steps involved in self-regulated learning?

A) Modeling, reflection, self-evaluation, devising plans
B) Teaching, practice, goal-setting, reflective task analysis
C) Analyzing the task, setting goals, devising plans, enacting strategies
D) Self-efficacy, strategy use, volition

Question 30

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) Behavioral theory
C) Social cognitive theory
D) Expectancy-value theory

Question 31

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.

Question 32

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.

Question 33

Which of the following is TRUE of teachers' sense of self-efficacy?

A) Teachers with a high sense of efficacy are less likely to experience burn-out.
B) Prospective teachers tend to increase their personal sense of efficacy as a consequence of completing educational theory courses in their B.Ed. program.
C) Teachers' sense of efficacy is lower in schools where the teacher and administrators have high expectations for students.
D) Teachers' sense of efficacy grows primarily from the moral support offered by teaching colleagues.

Question 34

Ming sees her baby sister now 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

Question 35

April uses a mnemonic to remember all the Great Lakes. As a self-regulated learner, she is demonstrating

A) knowledge.
B) motivation.
C) volition.
D) agency.

Question 36

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, performing, and reflecting

Question 37

Woolfolk suggests the following strategy for teachers in an effort to involve parents in supporting self-regulation within their child:

A) Ask parents to focus on large, overall learning goals
B) Do not bias parents by sharing the area most challenging for their child
C) Ask families to keep records in support of the students' self-evaluation of progress
D) Remind families that children need immediate help, thus children should utilize the answers in the back of their book when doing homework

Question 38

Which of the following is an important finding from the research of Roger Azevedo from McGill University on technology and self-regulation?

A) Students are able to develop subgoals to guide their learning more effectively when given technological supports.
B) Students who received the support of a self-regulation "coach" developed more complete and complex mental models.
C) Only older students are able to take advantage of the assistance of a self-regulation "coach" in their learning. Younger students do not see the coach's relevancy in their learning.
D) Hypermedia-enabled encyclopedias cause interference in self-regulated learning.

Question 39

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.

Question 40

Zimmerman's model of self-regulated learning ends the cycle with

A) the individual reflecting upon what has been learned and thinking about his or her performance.
B) setting new goals for learning tasks.
C) a plan to engage in more cooperative learning.
D) the use of means-ends problem solving.

Question 41

Volition is another term using for task commitment.

Question 42

"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.

Question 43

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

A) beliefs
B) expectations
C) actions
D) knowledge

Question 44

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.

Question 45

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

Question 46

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.

Question 47

When a teacher gives a "pep talk" to a student and says "you can do it," the teacher may be able to influence a student's self-efficacy for a task.

Question 48

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.

Question 49

Which of the following would be an example of a behavioural influence within the triarchic reciprocal causality model?

A) models
B) feedback
C) attributions
D) motivation

Question 50

The model of triarchic reciprocal causality is based on the notion of agency and personal control, therefore social influences are not part of this model.

Question 51

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.

Question 52

After studying nearly 140 research investigations, Sandra Graham concluded that African American students had relatively strong self-concepts and high expectations for learning.

Question 53

Self-efficacy is an important influence on observational learning.

Question 54

Bandura's model of reciprocal determinism is based on the notion of agency and personal control, therefore social influences are not part of his model of reciprocal determinism.

Question 55

Self-efficacy refers to individuals' skill at managing their own study behaviors.

Question 56

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.

Question 57

Self-efficacy is related to mathematics achievement for Canadian students of what ethnicity?

A) Asian
B) South Asian
C) Black
D) Italian

Question 58

The interaction of environmental events, personal factors, and behaviors is called reciprocal causality.

Question 59

Self-efficacy is an important influence on observational learning.

Question 60

Individuals with a strong sense of self-efficacy for a given task tend to attribute their failures to lack of ability.

Question 61

The notion that students that students have the capacity to exercise influences over their life events and coordinate their own learning, motivation, and emotions is referred to as ________

Question 62

When you think about the mutual effects of a students' behavior, his or her personal characteristics, and the environment you are relying on Bandura's concept of ________

Question 63

Mr. Kain believes he can teach any student in his class regardless of the student's background. Mr. Kain demonstrates a teacher who has a strong sense of ________.

Question 64

In order to move from the forethought phase to the performance stage in Barry Zimmerman's (2002) self-regulated learning model it is important for students to have self-control.

Question 65

Self-efficacy is an important influence on observational learning.

Question 66

Albert Bandura is credited for creating social learning theory, which was later renamed to

Question 67

In social cognitive theory, the interaction of forces that influence learning is called ________.

Question 68

When a teacher gives a "pep talk" to a student and says "you can do it," the teacher may be able to influence a student's self-efficacy for a task.

Question 69

Beliefs about our ability to accomplish tasks in a given situation is ________.

Question 70

Lynn Fuch's research has shown that students who are taught to engage in self-regulated learning do not perform significantly better in math than those who are not taught self-regulated learning strategies.

Question 71

A student who has good follow-through for completing a task is said to have volition.

Question 72

If you watch another teacher successfully teach students how to design a web page and you say to yourself "if he can do it, I can do it", you are relying on ________ as a source of self-efficacy information.

Question 73

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

Question 74

One of the best ways teachers can increase a student's sense of self-efficacy for a task is to ensure they have ________

Question 75

In recent years, Bandura focused on cognitive factors such as self-perceptions, expectations, and beliefs, so his theory is now called a ________ theory.

Question 76

A student who takes a break and asks herself "what I am doing is not working, maybe I should start over" is demonstrating self-regulated learning.

Question 77

Rubrics are appropriate for when teachers evaluate student work, but should not be used with students for self-evaluation purposes.

Question 78

A student who begins solving a problem by analyzing the task and setting a specific goal is engaging in the performance phase in Zimmerman's model of self-regulated learning.

Question 79

Vicarious experiences involve someone else modelling accomplishments.

Question 80

In addition to goal setting, outcome ________ affect the process of observation learning.