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Exam 11: Social Cognitive Views of Learning and Motivation

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Question 1

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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.

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Question 2

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"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.

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Question 3

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Self-efficacy is an important influence on observational learning.

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

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

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

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.

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

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

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

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

Volition is a term meaning willpower.

Research on self-efficacy and achievement suggests that school achievement is improved and self-efficacy is increased when students

Vicarious experiences involve someone else modelling accomplishments.

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.

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.

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?

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

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?

Emma notices that Mike is using a different fork when eating salad. This best exemplifies what possible outcome of observational learning?