Deck 6: Social Cognitive Theory

Question 1

Social cognitive theory can best be characterized as being concerned with learning

A) communication skills
B) socially appropriate behaviors
C) through observations of others
D) subject matter in the social sciences (e.g., geography, psychology)

Answer 1

C

Question 2

Which one of the following is an example of vicarious reinforcement?

A) Alice notices that her friend Ellen gets extra attention from the teacher when she acts helpless. Alice begins to act helpless as well.
B) Bill knows that he will get a higher grade if he turns in a research paper that is typed rather than handwritten, but he turns in a handwritten paper anyway.
C) Connie sees her friend Maria scolded for chewing gum in class. She quickly takes her own gum out of her mouth.
D) David sees how Justin gets good grades when he works hard on his mathematics homework, but David doesn't want to work that hard.

Answer 2

A

Question 3

Which one of the following statements best illustrates the concept of reciprocal causation?

A) Individuals are more likely to imitate a behavior for which they have seen others reinforced.
B) Modeling can occur only when an individual is capable of performing an observed behavior.
C) People are unlikely to exhibit a behavior that will probably be punished.
D) The environment alters behavior, but behavior alters the environment as well.

Answer 3

D

Question 4

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

A) Encourages the learner to pay attention
B) Reduces the likelihood of punishment
C) Increases the strength of an S-R connection
D) Makes the learner feel good, thus reducing emotions that interferes with the learning process

Question 5

Three of the following ideas are integral parts of social cognitive theory. Which one is not?

A) Learning can occur without a change in behavior.
B) Reinforcement has an effect on learning, albeit an indirect one.
C) Reinforcement can have an effect not only on the person being reinforced but on other individuals as well.
D) People's behaviors are always the direct results of the specific environments in which they live.

Question 6

A guest speaker is coming to Mr. Fisk's third-grade classroom, and he wants his students to treat the speaker with courtesy and respect. He decides to give his students 15 minutes of free time if they show appropriate behavior during the guest's visit. From the perspective of social cognitive theory, Mr. Fisk's reinforcement is likely to work only if his students:

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 7

According to social cognitive theorists, learning is unlikely to occur in one of the following situations. Which one?

A) Anastasia watches her father light a match, but she is not allowed to light one herself.
B) Bert watches professional basketball players shoot baskets, but he will not have a chance to shoot baskets himself until the following day.
C) Corinna's teacher gives her a good grade on her paper because it was neatly written, but Corinna doesn't realize that "neatness counts."
D) Dustin expects to get a good grade for an assignment, but his teacher tells him she is subtracting points because he is turning it in two days late.

Question 8

Ms. Jefferson promises her students special treats if they turn in their homework assignments the next day. But the following day 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?

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

Question 9

If we consider the concept of reciprocal causation, we must conclude that students' experiences in the classroom are influenced:

A) Primarily by what teachers do in the classroom
B) Primarily by how students think about classroom material
C) Both by classroom events and by what students themselves do
D) Largely by things that have happened to students in the past

Question 10

Which one of the following is the clearest example of a child working for an incentive?

A) Arnold's mother gives him a dollar after he surprises her by mowing the lawn.
B) Betsy decides not to talk in class because her teacher ridiculed her earlier in the day when she gave an incorrect answer.
C) Cyril stays out late, even though he knows he will be punished when he gets home.
D) Doris is studying for a history test with the hope that she'll get an A on it.

Question 11

Which one of the following is an example of vicarious punishment?

A) Alice notices that her friend Ellen gets extra attention from the teacher when she acts helpless. Alice begins to act helpless as well.
B) Bill knows that he will get a higher grade if he turns in a research paper that is typed rather than handwritten, but he turns in a handwritten paper anyway.
C) Connie sees her friend Maria scolded for chewing gum in class. She quickly takes her own gum out of her mouth.
D) David sees how Justin gets good grades when he works hard on his mathematics homework, but David doesn't want to work that hard.

Question 12

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?

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) "Maybe I should show them how I form my mouth and lips as I pronounce the word and then encourage them to imitate me."
C) "Maybe I should explain how certain letters and letter combinations are consistently pronounced differently in French than they are in English."
D) "I need to be patient. Correct pronunciation will come in time for those students who are really motivated to speak French."

Question 13

Which one of the following alternatives illustrates the impact of an efficacy expectation?

A) Anita knows that her teacher will help her if she has trouble with her math problems.
B) Brent is well aware that college admissions offices look at high school grades-but not middle school grades-when choosing students.
C) Although Christina would like to be on the varsity softball team, she doesn't think she has sufficient talent to make the team, even with a lot of practice.
D) David's parents must continually prod him to do his homework. Even so, he doesn't work very hard on homework assignments because he knows they won't count much toward his class grades.

Question 14

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

A) Alma expects to do well in science this year.
B) Bree got an A in science last 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.

Question 15

Which one of the following instances of learning can be explained more easily by social cognitive theory than by instrumental conditioning?

A) Playing the role of a German soldier in the school play, Andy says his lines using a German accent similar to one he's heard in the movies a few times.
B) Brad discovers that to get his teacher's approval, he must turn in his writing assignments without a single error in grammar, spelling, or punctuation.
C) Craig finds that he gets one "special" girl's attention when he shows off on the playground.
D) Darren has stopped trying in school, because he seems to get low grades no matter what he does.

Question 16

Two boys are fighting on school grounds. Fighting is against school rules, and the boys know this. Even so, a teacher who sees them lets them continue to fight rather than punishing them for doing so. From the perspective of social cognitive theory, these boys will be:

A) Less likely to fight in the future
B) More likely to fight in the future
C) Likely to feel guilty when they stop fighting
D) Likely to imitate more appropriate social behaviors on future occasions

Question 17

Below are four situations in which a behavior is being imitated. Only one of them can be explained from an instrumental conditioning perspective. Which one?

A) Ann sees all the attention her older sister gets for playing varsity basketball. She is too short to make the varsity basketball team, so she works hard to gain a spot on the varsity softball team.
B) A few days after watching a gourmet chef make chocolate mousse on television, Bill tries making mousse in his own kitchen.
C) Carlos throws a football the way he saw a well-known football quarterback do it on television.
D) Immediately after she watches her teacher demonstrate how to use a microscope, Debbie uses it correctly and is praised by her teacher for doing so.

Question 18

An early theory of imitation, one proposed by Miller and Dollard in 1941, suggested that individuals:

A) Form mental images of the behaviors they observe
B) Are reinforced for imitative behavior
C) Encode imitated behaviors verbally (i.e., by describing to themselves what they have observed)
D) Find imitation to be an intrinsically reinforcing activity

Question 19

Which one of the following examples best illustrates social cognitive theorists' concept of personal agency in learning and behavior?

A) After once being bitten by a German shepherd, Seth becomes extremely anxious every time he sees a large dog.
B) Norah sits quietly in her history class, hoping that her teacher's lecture will somehow "sink in" and "stick" in her brain.
C) In order to enhance his roller skating skills, Marvin enrolls in a roller skating class.
D) Linda gets increasingly frustrated when she can't solve a complex math problem.

Question 20

A problem with trying to explain modeling solely from the perspective of instrumental conditioning is that:

A) Events that are reinforcing for some people are not reinforcing for others.
B) People sometimes don't imitate a behavior until many days after observing it.
C) Vicariously punished behaviors usually increase, rather than decrease, in frequency.
D) Not all behaviors are imitated.

Question 21

Which one of the following alternatives best describes the disinhibition effect that social cognitive theorists describe?

A) People may engage in a previously prohibited behavior if they see someone else being reinforced for that behavior.
B) People are less likely to engage in behaviors they have seen other people punished for.
C) People are less likely to engage in behaviors they have previously been punished for.
D) When people are punished for one behavior, they will tend to refrain from exhibiting that behavior; however, they will be more likely to engage in similar behaviors that are not punished.

Question 22

Which one of the following is the best example of a symbolic model?

A) An older brother or sister
B) The school principal
C) A detective on a television show
D) The police officer who lives next door

Question 23

In what way does the concept self-efficacy differ from such terms as self-concept and self-esteem?

A) Self-efficacy refers only to those behaviors we learn through modeling.
B) Self-efficacy results primarily from vicarious reinforcement and punishment.
C) Self-efficacy varies depending on the specific task to be performed.
D) Self-efficacy appears only after we begin to regulate our own behavior.

Question 24

Listed below are four reasons why 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 most clearly consistent with the concept of self-efficacy?

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

Question 25

Models can influence an observer's behavior in a number of ways. Which one of the following behaviors is least likely to be the result of modeling?

A) Kevin is punished for hitting his brother, but several weeks later, after seeing a child on television hit a friend, he hits his brother again.
B) Luke scratches his mosquito bites, even though his mother continually asks him not to, because it makes them feel better.
C) Melvin is studying to be a dentist. His older brother is a physician.
D) When Nathan sees how much pleasure his best friend gets by being in the school chess club, he joins a similar group: the school math club.

Question 26

Some researchers have studied the effects of modeling on children's interpersonal behaviors. Which one of the following conclusions cannot be drawn from their research?

A) Children who watch generous models are more likely to be generous themselves.
B) Children learn effective interpersonal skills only from watching adults; what they see other children do has little or no effect on their own behavior.
C) Children with mild or moderate disabilities can benefit from watching other people behave appropriately.
D) Children can learn morally appropriate behaviors by watching television shows that demonstrate those behaviors.

Question 27

Trudy makes an obscene gesture in class, and the teacher punishes her severely. Other students in class observe both the gesture and the punishment. Based on social cognitive theory, what can we guess about what those other students have learned and how they are likely to behave in the future?

A) They don't know how to make the gesture, but they know that the teacher will punish them severely for inappropriate behavior.
B) They know how to make the gesture, but they are likely to forget it within a few days.
C) They know how to make the gesture and are likely to make it in class in the future.
D) They know how to make the gesture, but they are unlikely to make it in class.

Question 28

Three of the following experiences should promote higher self-efficacy. Which one probably won't promote higher self-efficacy?

A) Andrea discovers that she does well on her weekly spelling tests only when she wears her lucky necklace.
B) On the first day of geometry, Bob's teacher tells the class, "The things in your textbook may look difficult to you now, but with a little effort and practice you'll have the basics down pat by December."
C) Carmella does better in her Spanish class than she expected to.
D) Dick's friend tells him, "You shouldn't have any problem in American Literature. I'm no smarter than you are, and I got an A."

Question 29

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

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

Question 30

Tammy has trouble getting dates, so she begins to observe how other students attract boys. The four girls below have all had a date within the last week. Without knowing anything about Tammy, but using criteria proposed by social cognitive theorists, choose the girl whom Tammy is most likely to model.

A) Amanda has a steady boyfriend, but most of her classmates don't like her.
B) Belinda is much taller and more slender than Tammy.
C) Clara enjoys playing traditionally "masculine" sports such as football and ice hockey with the boys.
D) Dorinda is popular and feminine.

Question 31

A mother takes her daughter to the grocery store and slips a can of tuna into her purse, yet tells her daughter that she herself should never shoplift. Judging from what research tells us about "practicing versus preaching," is the daughter likely to shoplift on a later occasion?

A) No.
B) Yes.
C) Yes, but only if she is suffering financial hardship.
D) Yes, but only at a grocery store.

Question 32

Imagine that you are a teacher at a junior high school. Below are four behaviors you might exhibit in your classroom. Considering the textbook's discussion of modeling, choose the behavior your students are least likely to imitate.

A) You show them how to estimate the price of an outfit they might want to buy.
B) You show them how to fill out their class schedule form for next year.
C) You show them how much you enjoy reading professional education journals.
D) You show them how to make a tasty fruit drink for a hot day.

Question 33

Only one of the following definitely illustrates high self-efficacy. Which one?

A) Amy knows she is a good singer.
B) Berta swims the fastest butterfly stroke on the swim team.
C) Carmen enjoys being with her friends.
D) Darlene recently got a score of 120 on an intelligence test.

Question 34

Three of the following alternatives depict situations in which a teacher is facilitating the retention component of modeling. Which one does not depict such a situation?

A) 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."
B) Mr. Byers suggests, "Let's play some background music while I show you how to use the dipstick to measure your oil level."
C) 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 that you don't forget them."
D) 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."

Question 35

Modeling is often facilitated by memory codes. Three of the following are examples of such codes. Which one does not specifically illustrate a memory code?

A) While trying to remember how to do a front walk-over, Andrew visualizes how he saw his gymnastics coach do it a few minutes ago.
B) Beatrice successfully recalls how to make crepe batter simply by thinking, "eggs, milk, flour, oil."
C) Charlene's father shows her how to use a radial arm saw. Charlene listens closely in order to remember his verbal description of what he is doing.
D) David wears the same style of clothing his friends wear, even though he's never been reinforced for doing so.

Question 36

Sharon knows that Kathy frequently completes her assignments long after they are due. She has noticed that their teacher willingly accepts Kathy's late assignments because Kathy always has a creative excuse for turning them in late. Sharon begins to do the same thing-she turns in assignments past the due date and makes up excuses for why she is late. Sharon's increase in excuse-making is due to:

A) Shaping and intrinsic reinforcement
B) An increase in self-reinforcement
C) A decrease in self-regulation
D) Modeling and vicarious reinforcement

Question 37

When George attends the first day of an Advanced Placement class in biology, he thinks to himself, "This is going to be a really hard class. I don't know if I have what it takes to understand and remember all this stuff." Which one of the following concepts from social cognitive theory do George's misgivings best exemplify?

A) self-reaction
B) self-observation
C) self-efficacy for learning
D) self-efficacy for performance

Question 38

Social cognitive theorists have studied the role of modeling on aggressive behavior. Which one of the following conclusions cannot be drawn from their research?

A) Children model aggression only when the model is the same sex as themselves.
B) Children can learn aggressive behavior by watching adult models as well as children.
C) Children who observe aggression in films and video games are more likely to be aggressive.
D) Children are less aggressive when they observe a nonaggressive model than when they observe no model at all.

Question 39

Which one of the following best illustrates cognitive modeling?

A) A science teacher thinks aloud, "How can I determine what makes this pendulum swing fast or slowly? Hmm, I'll change the amount of weight on the bottom, but I need to keep the length the same so I'll know that any change in speed isn't due to length."
B) A dance teacher carefully describes every movement that students should make when doing a country line dance to the "Boot Scootin' Boogie."
C) A Spanish teacher has students practice rolling their Rs by asking them to repeat this tongue twister over and over: "Erre con erre cigarro, erre con erre barril. Rápido corren los carros del ferrocarril."
D) After showing his students how to use a jigsaw correctly and safely, an industrial arts teacher has them practice using the saw by constructing pig-shaped cutting boards they can bring home as gifts for Mother's Day.

Question 40

Bandura proposes that three of the following conditions are necessary for modeling to occur. Which one is not necessary?

A) Motivation to perform the behavior
B) Memory of the observed behavior
C) A relatively stress-free environment
D) Attention to the model

Question 41

When people begin to record their own behavior, the frequency of that behavior:

A) Always goes up
B) Always goes down
C) May go either up or down
D) Typically remains unchanged unless self-reinforcement also occurs

Question 42

Which one of the following is the best example of generalized self-efficacy?

A) Thanks to his good study habits, Evan is optimistic that he'll do well in the wide variety of college courses he must take in order to graduate.
B) Rashida easily masters first-year algebra and can readily apply algebraic principles to solve new problems.
C) Shawna is such a skillful figure skater that she earns a place on the national Olympic Team.
D) Lance plays basketball every chance he gets, and when he's not playing the game himself, he's watching professional basketball on television.

Question 43

Which one of the following statements best reflects the concept of collective self-efficacy?

A) Over time, learners develop a general sense of self-efficacy that influences their performance in a wide variety of content domains.
B) As learners get older, their self-confidence about performing certain tasks becomes fairly stable and so is less influenced by any single success or failure experience.
C) Learners may have greater confidence about accomplishing a task when they work with others rather than alone.
D) Some learners have greater self-confidence when they have technological resources (spreadsheet software, access to the Internet, etc.) to help them in their efforts.

Question 44

Mark often comes to school wearing sandals instead of sneakers on days he has physical education. He is getting angry with himself regarding his chronic forgetfulness about appropriate footwear. His teacher suggests that he treat himself to an hour of television only on days when he has remembered to wear sneakers. Mark's teacher is suggesting that Mark use:

A) Self-monitoring
B) Self-reinforcement
C) Vicarious reinforcement
D) Intermittent reinforcement

Question 45

John's teacher gives him constructive criticism about how to improve the poem he has just written. According to the textbook's discussion of social cognitive theory, what effect is such criticism likely to have on John's self-efficacy for writing poetry, and why?

A) It will probably decrease his self-efficacy, because it communicates the message that he has done a poor job.
B) It will probably decrease his self-efficacy, because it suggests to him that the teacher's standards are substantially higher than his own.
C) It will probably enhance his self-efficacy, because it communicates the message that his teacher cares about him as a human being.
D) It will probably enhance his self-efficacy, because it communicates the message that he has the ability to write a good poem.

Question 46

Which one of the following teaching strategies is most likely to promote resilient self-efficacy?

A) Ms. Angelotti has her students pronounce Comment allez vous? over and over until they can do so correctly.
B) Mr. Benavidez makes sure that failure never occurs in his classroom; he limits his students' assignments to tasks he knows they can do easily and effortlessly.
C) Mr. Coffin has students in a woodworking class use only hand tools while building a bookshelf.
D) Ms. Davis assigns a variety of challenging math problems, knowing that her students will successfully solve most, but probably not all, of them.

Question 47

The textbook describes Meichenbaum's five steps for teaching a child how to regulate his or her own behavior. Which one of the following most accurately summarizes these steps?

A) An adult models the use of self-instructions while performing a task, then encourages the child to use similar self-instructions, first aloud and then silently, while performing the same task.
B) An adult uses direct reinforcement and then vicarious reinforcement to teach the child a new behavior. Eventually, the adult asks the child to use self-reinforcement for the same behavior.
C) An adult teaches the child how to use self-monitoring to develop increasingly more complex behaviors related to a difficult task.
D) An adult first encourages the child to identify easy and achievable standards for performance. Over time, the adult asks the child to raise these standards and to work toward accomplishing them.

Question 48

These four teachers claim to be practicing principles from social cognitive theory. Based on the following information, which one is not?

A) Mr. Anderson makes sure students are paying attention when he demonstrates how to do long division problems.
B) Ms. Benson has students read biographies of people who have worked unselfishly for others (e.g., Albert Schweitzer, Clara Barton, Mahatma Gandhi).
C) Mr. Carlson tells his class that he wishes he had never started smoking cigarettes.
D) Ms. Donaldson shows her first graders how to spell her name by writing it in huge letters on the chalkboard.

Question 49

Which one of the following strategies is most likely to promote self-regulation in students?

A) Mr. Adams knows that many students have trouble learning algebra. He spends the first few weeks of class having students engage in activities that will make algebraic concepts concrete and understandable.
B) When assigning a lengthy research project, Mr. Barnett advises his students to break the project down into a number of smaller tasks and then to reinforce themselves after they complete each one.
C) To build endurance, Mr. Carruthers asks his physical education students to run progressively longer distances each week.
D) Mr. D'Amato asks his students to look in a mirror and write a poem about what they see.

Question 50

Three of the following are examples of self-regulation as social cognitive theorists describe it. Which one is not a good example of self-regulation?

A) A student reminds herself in a whisper that she should raise her hand before speaking in class.
B) A student thinks, "I paid better attention in class today. I'm going to reward myself by watching television when I get home from school."
C) A student keeps track of the number of times he's gone to the pencil sharpener in a single day.
D) A student tries hard to earn the reinforcer his teacher has told him he will get for good behavior.

Question 51

Maria is what social cognitive theorists would describe as a self-regulating individual when it comes to her moral behavior. Given this information, which one of the following descriptions best describes Maria's moral behavior?

A) She works for social incentives; for example, she contributes to charity if she thinks that other people will like her better for doing so.
B) She behaves in morally appropriate ways only when she thinks other people are watching her.
C) She has an internal set of standards regarding right and wrong, but those standards seldom influence the way she actually behaves.
D) She has an internal set of standards regarding right and wrong behavior, and she feels guilty when she violates those standards.

Question 52

From the perspective of social cognitive theory, which one of the following children most clearly shows a key ingredient of self-regulation?

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 knows she will be tested on the information being presented in class.
D) Donald refrains from punching a classmate because he thinks his teacher might be watching.

Question 53

Using the perspective of social cognitive theory, describe the effects that the nonoccurrence of expected reinforcement and expected punishment have on later behavior.

Question 54

Define the concept of vicarious reinforcement and give a concrete example to illustrate this concept in action. Also, describe the effect that vicarious reinforcement has on a person's behavior.

Question 55

Should students ever be allowed to fail at classroom tasks? According to social cognitive theorists, the answer is:

A) Yes. Self-efficacy is highest when students fail at a task several times in a row before accomplishing it successfully.
B) Yes. Occasional failures interspersed among frequent successes teach students that perseverance pays off.
C) No. Failure gives students the message that school is not an enjoyable place to be.
D) No. Even a single failure can significantly deflate students' self-efficacy.

Question 56

Which one of the following best illustrates the self-reaction aspect of self-regulation?

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.

Question 57

Several students in Mr. Samber's class have trouble keeping themselves on task during independent seatwork assignments. Mr. Samber gives each of these students a piece of paper on which they are to make a check mark every time they find themselves doing something other than their assignment during seatwork time. Mr. Samber is using which one of the following techniques for changing behavior?

A) A contingency contract
B) Reinforcement of an incompatible behavior
C) Punishment II
D) Self-monitoring

Question 58

Pamela is an average-ability high school student who is having difficulty in her chemistry class. She is beginning to think she should cheat on the next chemistry exam. Four of Pamela's classmates give her advice. Judging from Bandura's findings on how people adopt standards for their own behavior, to which classmate is Pamela most likely to listen?

A) Amy, a girl of similar ability, tells her that a little cheating now and then is perfectly acceptable.
B) Betty, who consistently gets the highest grade in class, tells her to study harder instead.
C) Carla, who consistently gets the lowest grade in class, tells her that she will probably fail if she doesn't cheat.
D) Doreen, a college chemistry major, tells her that she would only be cheating herself.

Question 59

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

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 read a book with clear, step-by-step instructions for changing the oil and the air filter
D) Having the students watch other girls successfully change the oil and the air filter

Question 60

Which one of the following best illustrates collective self-efficacy in teachers?

A) The teachers at West Middle School confer weekly about students who they believe are at risk for academic failure, and they are confident that, by working together, they can help these students be successful at school.
B) The teachers at South Elementary School have coordinated what they do at each grade level so that at any particular grade, students master the knowledge and skills they will need in the following grade.
C) The English teachers at East High School have agreed on how they will teach the required freshman English class. That way, students will have a similar classroom experience no matter which teacher they have for the course.
D) A third-grade teacher and a fourth-grade teacher at North Elementary School have combined their two classes into one large class. Sometimes they team-teach the entire group. At other times they divide the class into two smaller groups, one of which is ready for more advanced work than the other.

Question 61

People model the behaviors of some people but not others. Describe three characteristics that social cognitive theorists believe are true of people whom others are likely to model.

Question 62

You are teaching several other people how to do something-perhaps how to solve a math problem, write a research paper, or do a side dismount from the parallel bars-and you find that your students have low self-efficacy for doing the task.
a. Describe a specific task that you might eventually teach one or more other individuals.
b. Considering the factors affecting self-efficacy that the textbook describes, develop two strategies you might use to enhance the learners' self-efficacy for performing the task. For each strategy, describe what you would do in specific, concrete terms.

Question 63

Describe three different ways in which you might apply social cognitive theory in your own profession (teaching, counseling, instructional design, etc.). Identify the specific concepts and/or principles you are applying, and be concrete and specific about how you would apply each one.

Question 64

Social cognitive theorists propose that people often become increasingly self-regulating over time.
a. Explain what social cognitive theorists mean by the term self-regulation, and give a concrete explanation to illustrate your explanation.
b. Identify an activity or domain in which you might help someone else become increasingly self-regulating. Then describe two specific strategies you might use to promote that person's self-regulation. Your strategies should be based on concepts and/or principles that social cognitive theorists offer.

Question 65

Bandura proposes that four processes are necessary in order for someone to model another's behavior. Describe each of them, and illustrate your discussion with a concrete example.

Question 66

The textbook presents numerous implications of social cognitive theory for classroom practice. Describe four of these implications, illustrating each one with a concrete example.

Question 67

Imagine that you are a compulsive overeater. Describe two different strategies based on the concept of self-regulation through which you might cut down on eating. Be specific as to how you might implement each method.