Deck 11: Social Cognitive Views of Learning and Motivation

Question 1

Ming sees her baby sister playing with her old, forgotten teddy bear. Now Ming wants to have the teddy bear back to hold herself. This best exemplifies what possible outcome of observational learning?

A) directing attention
B) fine-tuning already-learned behaviours
C) strengthening or weakening inhibitions
D) arousing emotion

Answer 1

directing attention

Question 2

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

Answer 2

fine-tuning already-learned behaviours

Question 3

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

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

Answer 3

the ripple effect.

Question 4

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

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

Question 5

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

A) Production or performance
B) Vicarious reinforcement
C) Self-reinforcement
D) Retention

Question 6

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

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

Question 7

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 8

According to Albert Bandura's social cognitive theory, peers

A) can harm student motivation.
B) are more important than teachers in regard to student motivation.
C) are known to have negative influences on promoting self-regulated learning.
D) can serve as important models and facilitate student learning.

Question 9

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

A) Attributions
B) Expectations
C) Actions
D) Knowledge

Question 10

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

A) Constructivist theoretical perspectives
B) Behavioural theory
C) Social cognitive theory
D) Expectancy-value theory

Question 11

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 12

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 13

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

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

Question 14

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 15

Which of the following statements concerning the relation between self-efficacy and self-esteem is TRUE:

A) There is no direct relationship between self-efficacy and self-esteem.
B) There is a strong negative correlation between self-efficacy and self-esteem. As self- efficacy increases, self-esteem decreases.
C) There is a strong positive correlation between self-efficacy and self-esteem. As self- efficacy increases, self-esteem increases.
D) There is a strong relationship between self-efficacy and self-esteem only for non- academic tasks. There is no relationship between self-efficacy and self-esteem for academic tasks.

Question 16

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

A) Pay attention and remember the process.
B) Focus on the model's tone of voice and gestures.
C) Evaluate steps in the process and authenticity of teacher as model.
D) Focus on behavioural influences.

Question 17

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 18

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

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

Question 19

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

A) Jean Piaget
B) Lev Vygotsky
C) Albert Bandura
D) B. F. Skinner

Question 20

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.

Question 21

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

A) observing, monitoring, reflecting, and modelling
B) planning, observing, interacting, and modelling
C) listening, planning, working, and checking
D) listening, monitoring, modelling, and reflecting

Question 22

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

A) Self-regulated learning strategies should not be taught in math classes until high school because younger students do not have the cognitive maturity to employ the appropriate learning strategies.
B) Teachers should assess student's level of volition.
C) Students should not discuss their problem-solving strategies with other students because this can lead to cheating and students not solving the problem on his/her own.
D) At the beginning of each session, students should set new goals based on their previous math performance.

Question 23

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 24

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 25

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 26

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

A) Showing empathy for others.
B) Solving problems independently rather than asking for help when needed.
C) Acting in an ethical and legal manner.
D) Labelling feelings in oneself and others.

Question 27

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.

Question 28

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 29

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 30

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

A) rewarding only large improvements in math skills.
B) encouraging the student not to engage in self-evaluation.
C) linking success to natural born abilities.
D) modelling how to set specific goals.

Question 31

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

A) "Why study history?"
B) "Together we are strong."
C) "Respect other."
D) "Does this make sense?"

Question 32

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 33

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

A) Co-regulation
B) Modelling
C) Shared regulation
D) Self-instruction

Question 34

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 35

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

Question 36

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

A) Modelling, reflection, self-evaluation, devising plans
B) Teaching, practice, goal-setting, reflective task analysis
C) Forethought, performance, reflection
D) Self-efficacy, strategy use, volition

Question 37

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

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

Question 38

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 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

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 41

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 42

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

Question 43

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

Question 44

"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 45

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 46

Self-efficacy is an important influence on observational learning.

Question 47

Vicarious experiences involve someone else modelling accomplishments.

Question 48

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 49

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

Question 50

Bandura's model of triarchic reciprocal causality is based on the notion of agency and personal control. Social influences are not part of this model.

Question 51

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 52

When a teacher praises two students for raising their hands at an appropriate time, it may increase the likelihood of other students repeating the behaviour. This is an example of _______ reinforcement.

Question 53

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

Question 54

Bandura's expansion beyond behaviourism and social learning theory focused on cognitive factors such as self-perceptions, expectations, and beliefs that resulted in his ________ theory.

Question 55

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

Question 56

Co-regulation involves students working together to regulate each other through reminders, prompts, and other guidance.

Question 57

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

Question 58

Lynn Fuchs' 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 59

Volition is a term meaning willpower.

Question 60

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 61

Annie, a fifth-grade student in Mr. Baer's class, is being quiet and sullen for the fifth day in a row. "I just can't do this writing stuff," she finally says in an appeal to Mr. Baer. "I'm not a good student. Give me P.E. or art over this stuff any day!"
How could you use observational learning strategies to help Annie become more confident and successful in her writing skills?

Question 62

The notion 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 63

The element of emotional self-regulation that deals with the accurate assessment of your feeling, interests, and values is _______.

Question 64

The element of emotional self-regulation that deals with understanding the perspective of and empathizing with others is __________.

Question 65

Annie, a fifth-grade student in Mr. Baer's class, is being quiet and sullen for the fifth day in a row. "I just can't do this writing stuff," she finally says in an appeal to Mr. Baer. "I'm not a good student. Give me P.E. or art over this stuff any day!"
What might be the sources of Annie's low self-efficacy beliefs related to her writing beliefs?

Question 66

Students who have strong learning skills, can control their own thoughts and behaviours, and possess high levels of motivation for learning are referred to as ________.

Question 67

A growing body of research offers guidance about how to design tasks and structure classroom interactions to support students' development of and engagement in self-regulated learning. This research indicates that students develop academically effective forms of self-regulated learning and a sense of efficacy for learning when teachers involve them in complex, meaningful tasks that extend over long periods of time. Further development occurs if teaching incorporates these features: student control over their learning processes and products (choices), involvement in self-monitoring and self-evaluation, and opportunities to work in collaboration with peers and seek feedback from them. Mr. LeBlanc, in designing a unit on crustaceans, has planned complex, meaningful tasks for his students to do over a 3-week period to meet learning goals in science. How might he incorporate the other 3 features for promoting self-regulated learning?

Question 68

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 69

Annie, a fifth-grade student in Mr. Baer's class, is being quiet and sullen for the fifth day in a row. "I just can't do this writing stuff," she finally says in an appeal to Mr. Baer. "I'm not a good student. Give me P.E. or art over this stuff any day!"
Discuss Annie's comment that she "can't do this writing stuff" in relation to self-efficacy.

Question 70

Suppose you are an elementary school teacher, and your student, Joe Don, has problems managing his anger. He gets angry during recess if he doesn't win the game he's playing. He gets angry in the classroom if a student nearby tells him to be quiet during seatwork. Today, he pushed another child causing the child to fall and scrape her elbow on the pavement. How might you use the "Guidelines for Encouraging Emotional Self-Regulation" to teach coping strategies, to make sure your other students feel safe, and to help Joe Don learn self-management skills. Using the guidelines, you might follow through with fair consequences when Joe Don displays anger. This helps maintain a climate of trust and helps the other students feel safe in your classroom.

Question 71

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 72

Mr. Winn wants to teach his third-grade students to use a three-step process for summarizing as they read. He believes observational learning is the best method. Albert Bandura identified four elements essential for observational learning. Explain what Mr. Winn needs to do for each element to be incorporated into his teaching plan for this lesson

Question 73

___________ are the most powerful source of self-efficacy and are based on one's own direct experiences.

Question 74

Another word for willpower, _______ refers to the protection of opportunities to reach goals when it is applied to self-regulated learning.

Question 75

Annie, a fifth-grade student in Mr. Baer's class, is being quiet and sullen for the fifth day in a row. "I just can't do this writing stuff," she finally says in an appeal to Mr. Baer. "I'm not a good student. Give me P.E. or art over this stuff any day!"
Annie's self-efficacy beliefs for writing are expected to influence her self-regulation. How might you use Winne and Hadwin's model of self-regulated learning to help Annie become a better writer?

Question 76

Cassidy often fails to complete homework before bedtime. As a fifth grader she knows she needs to do homework when she gets home, but she gets on her computer and plays video games with her friends and other random players. When her mom gets home, it's time to help with dinner and chores. Her mom, believing Cassidy is old enough to take responsibility for her homework, doesn't like to hassle with Cassidy over homework before bedtime. How might Cassidy's mom use cognitive behaviour modification to improve this situation? In your answer, include specific quotes the mom might use.