Exam Prep Chapter 11 Social Cognitive Views Of Learning And

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 11: Social Cognitive Views of Learning and Motivation

Multiple Choice Questions

1. 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.

Page Ref: 384

Skill: Knowledge

1. 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

Page Ref: 384

Skill: Knowledge

1. 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.

Page Ref: 384

Skill: Knowledge

1. 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

Page Ref: 384

Skill: Knowledge

1. 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.

Page Ref: 384-385

Skill: Understanding

1. 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.

Page Ref: 385

Skill: Knowledge

1. 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

Page Ref: 385

Skill: Knowledge

1. 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

Page Ref: 385

Skill: Knowledge

1. 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.

Page Ref: 387

Skill: Understanding

1. 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

Page Ref: 388

Skill: Understanding

1. 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.

Page Ref: 389

Skill: Knowledge

1. 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

Page Ref: 389

Skill: Knowledge

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

Page Ref: 389

Skill: Understanding

1. 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

Page Ref: 389-390

Skill: Understanding

1. 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."

Page Ref: 390

Skill: Understanding

1. 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.

Page Ref: 390-391

Skill: Knowledge

1. 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.

Page Ref: 391

Skill: Knowledge

1. 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

Page Ref: 392

Skill: Knowledge

1. 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.

Page Ref: 392

Skill: Knowledge

1. 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.

Page Ref: 392

Skill: Knowledge

1. 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.

Page Ref: 392

Skill: Understanding

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.

Page Ref: 392

Skill: Understanding

1. 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.

Page Ref: 392-393

Skill: Understanding

1. 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.

Page Ref: 392-393

Skill: Understanding

1. 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.

Page Ref: 393

Skill: Knowledge

1. 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.

Page Ref: 393

Skill: Knowledge

1. 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.

Page Ref: 394-395

Skill: Understanding

1. 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

Page Ref: 397

Skill: Understanding

1. 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.

Page Ref: 398

Skill: Understanding

1. 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

Page Ref: 398

Skill Understanding

1. 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

Page Ref: 401

Skill: Knowledge

1. 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

Page Ref: 399-401

Skill: Knowledge

1. 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.

Page Ref: 402

Skill: Knowledge

1. 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.

Page Ref: 402-403

Skill: Knowledge

1. 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.

Page Ref: 403

Skill: Understanding

1. 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.

Page Ref: 403

Skill: Knowledge

1. 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?”

Page Ref: 403

Skill: Understanding

1. 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.

Page Ref: 403

Skill: Knowledge

1. 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

Page Ref: 404

Skill: Knowledge

1. 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.

Page Ref: 406

Skill: Knowledge

1. 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.

Page Ref: 408

Skill: Understanding

1. “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.

Page Ref: 409

Skill: Understanding

True/False Questions

1. 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.

Page Ref: 385

1. Self-efficacy is an important influence on observational learning.

Page Ref: 386-387

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

Page Ref: 390

1. 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.

Page Ref: 392

1. Vicarious experiences involve someone else modelling accomplishments.

Page Ref: 392

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

Page Ref: 392

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

Page Ref: 393

1. Volition is a term meaning willpower.

Page Ref: 398

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

Page Ref: 398

1. 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.

Page Ref: 399

1. 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.

Page Ref: 401

1. 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.

Page Ref: 401

1. 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.

Page Ref: 402

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

Page Ref: 403

Completion Questions

1. 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.

Page Ref: 384

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

Page Ref: 385

1. 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.

Page Ref: 388

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

Page Ref: 390

1. 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 ________

Page Ref: 391

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

Page Ref: 392

1. 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.

Page Ref: 392

1. 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 ________.

Page Ref: 394-395

1. 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 ________.

Page Ref: 397

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

Page Ref: 398

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

Page Ref: 406

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

Page Ref: 406

Short Answer Questions

1. 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

Attention: He must get students’ attention and hold their attention while he explains each step of the three-step process. He might need to use a chart or other visual that specifies the steps. He needs to model the process and allow students to observe each step of the process.

Retention: Mr. Winn needs to make sure students can remember the steps. He might use a graphic organizer and give each student a copy. He might also use the example he modelled and post it on the wall where everyone can see it.

Production: He needs to give students opportunities to practice the process right away. As students practice, Mr. Winn should walk around the room, monitoring and giving feedback. As he gives feedback, he should refer back to the model.

Motivation and Reinforcement: Mr. Winn also needs to reinforce students. As he monitors, he might give direct reinforcement to students who succeed quickly while prompting students who need a tip. He might get the attention of everyone in the class and verbally reinforce one or more class leaders who model the process accurately. This provides vicarious reinforcement and helps motivate the class to persist.

Page Ref: 387-388

1. Reid is a student in Ms. Long’s sixth grade class. Reid loves to read and always has several library books checked out, but he does not like to write. He believes he is incapable of writing. In fifth grade, he missed school during the unit about the parts of a letter, and his attempts to write letters for assignments were weak and unimpressive. He was present when the class studied how to write the opening, closing, and body of an essay, but he wasn’t interested and didn’t make an effort to complete assignments. His grades on writing assignments have been poor for two years. Explain the probable sources of Reid’s low self-efficacy for writing assignments.

1) Reid has not had mastery experiences in writing assignments. He has not successfully completed writing assignments and met the goals of the task. This is clearly a source of low self-efficacy for writing for Reid.

2) Reid is not interested in writing. He puts little effort into writing assignments. He lacks emotional arousal and does not light up or get excited about writing. Feeling psyched up and ready to do a task increases self-efficacy, but feeling disinterested reduces self-efficacy.

3) We are uncertain about Reid’s vicarious experiences with writing success. Vicarious experiences could help Reid increase his self-efficacy for writing. After all, he loves to read, and the books he reads are written by authors. He might be prompted to think about the writing success of one or more authors whose works he reads.

4) We are also uncertain about feedback Reid has received other than low grades in writing. The low grades on his half-hearted efforts to complete writing tasks are obviously another source of low self-efficacy.

When Reid missed school in fifth grade, he needed help to catch up and guidance to achieve mastery experiences. He still needs mastery experiences. He needs help to frame writing assignments in ways that interest him. He needs connections to the successes of others and feedback that encourages him to reach writing goals.

Page Ref: 392

1. 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.

Page Ref: 403-405

1. 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.

Page Ref: 406-407

1. 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?

Page Ref: 407-408

Case Study

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!"

1. How could you use observational learning strategies to help Annie become more confident and successful in her writing skills?

Page Ref: 390

1. Discuss Annie’s comment that she “can’t do this writing stuff” in relation to self-efficacy.

Page Ref: 390-394

1. What might be the sources of Annie's low self-efficacy beliefs related to her writing beliefs?

Page Ref: 392-393

1. 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?

Page Ref: 399-400