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Psychology for Educators – C913 (complete) > Chapter 9 > Flashcards

Chapter 9 Flashcards

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1
Q

Personal characteristics
Behavioral patterns
Environmental factors

A

Triadic Reciprocal Causation

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2
Q

Mental and emotional factors such as goals, anxiety, metacognition, and self-efficacy

a. Personal characteristics
b. Behavioral patterns
c. Environmental factors

A

a. Personal characteristics

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3
Q

include self-observation, self-evaluation, making changes in behavior to overcome or reduce perceptions, and creating productive study environments

a. Personal characteristics
b. Behavioral patterns
c. Environmental factors

A

b. Behavioral patterns

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4
Q

an individuals social and physical environment

a. Personal characteristics
b. Behavioral patterns
c. Environmental factors

A

c. Environmental factors

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5
Q

Ability to control ones actions in the absence of external reinforcement or punishment

a. Self-control
b. Self-regulation
c. Self-efficacy

A

a. Self-control

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6
Q

The consistent and appropriate application of self-control skills to new situations

a. Self-control
b. Self-regulation
c. Self-efficacy

A

b. Self-regulation

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7
Q

How capable or prepared we believe we are for handling particular kinds of tasks

a. Self-control
b. Self-regulation
c. Self-efficacy

A

c. Self-efficacy

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8
Q 
Your mastery of something will help motivate you in future tasks
Selection processes (college, major, courses, career, sports, social activities)

a, Performance accomplishments

b. Verbal persuasion
c. Emotional arousal
d. Vicarious experience

A

a, Performance accomplishments

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9
Q 
By having other people and peers verbally motivate you 
Cognitive processes (Use of high-level thought processes to solve complex problems; imagining a successful performance)

a, Performance accomplishments

b. Verbal persuasion
c. Emotional arousal
d. Vicarious experience

A

b. Verbal persuasion

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10
Q 
Having the feeling of being anxious or positive about something
Motivational processes (level of effort and degree of persistence, particularly in the face of problems, setback and frustrations)

a, Performance accomplishments

b. Verbal persuasion
c. Emotional arousal
d. Vicarious experience

A

c. Emotional arousal

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11
Q 
Seeing something happen to someone else
Affective processes (level of anxiety, depression, elation experienced in taxing situations; ability to cope with risky tasks)

a, Performance accomplishments

b. Verbal persuasion
c. Emotional arousal
d. Vicarious experience

A

d. Vicarious experience

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12
Q

the way the person goes about selecting goals and activities. Individuals with a strong sense of self-efficacy, particularly if it extends over several areas, are more likely than others to consider a variety of goals and participate in a variety of activities

a. Selection processes
b. Cognitive processes
c. Motivational processes
d. Affective processes

A

a. Selection processes

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13
Q

tend to use higher-level thought processes (such as analysis, synthesis, and evaluation) to solve complex problems.

a. Selection processes
b. Cognitive processes
c. Motivational processes
d. Affective processes

A

b. Cognitive processes

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14
Q

Those who rate their capabilities as higher than average can be expected to work harder and longer to achieve a goal than those who feel less capable.

a. Selection processes
b. Cognitive processes
c. Motivational processes
d. Affective processes

A

c. Motivational processes

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15
Q

when faced with a challenging task, the individual with high self-efficacy is more likely to experience excitement, curiosity, and an eagerness to get started rather than the sense of anxiety, depression, and impending disaster that many individuals with low self-efficacy feel.

a. Selection processes
b. Cognitive processes
c. Motivational processes
d. Affective processes

A

d. Affective processes

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16
Q

Task Analysis: Set a long-term goal and then a series of near-term achievable sub-goals. Formulate a plan to achieve those goals
Self-motivational beliefs: self-efficacy beliefs, outcome expectations, intrinsic interest, goal orientation, epistemological beliefs

a. Forethought phase
b. Performance phase
c. Self-reflection phase

A

a. Forethought phase

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17
Q

Self-control: focus on task, ignore distractions. Think about the steps involved in completing a task
Self-observation: use journals and logs to maintain awareness of performance. Try different approaches to learning

a. Forethought phase
b. Performance phase
c. Self-reflection phase

A

b. Performance phase

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18
Q

Self-judgment: evaluate own performance using one of four standards. Attribute outcomes to effort, ability, task difficulty, luck
Self-reaction: reinforce self. Make improvements in self-regulation skills

a. Forethought phase
b. Performance phase
c. Self-reflection phase

A

c. Self-reflection phase

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19
Q

Techniques that help produce accurate storage and retrieval of information

a. Memory-directed
b. Comprehension-directed

A

a. Memory-directed

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20
Q

Techniques that aid in understanding the meaning of ideas and their interrelationships

a. Memory-directed
b. Comprehension-directed

A

b. Comprehension-directed

21
Q

Attend to actions and verbalizations of the model and discriminate relevant from irrelevant behaviors

a. Observation
b. Emulation
c. Self-control
d. Self-regulation

A

a. Observation

22
Q

Exhibits the general form of the modeled behavior

a. Observation
b. Emulation
c. Self-control
d. Self-regulation

A

b. Emulation

23
Q

Learn to exhibit the modeled behavior automatically through self-directed practice (focus on the underlying rule or process that produces the behavior and compare the behavior with personal standards

a. Observation
b. Emulation
c. Self-control
d. Self-regulation

A

c. Self-control

24
Q

Learn to adapt the behavior to changes in internal and external conditions (such as the reactions of others)

a. Observation
b. Emulation
c. Self-control
d. Self-regulation

A

d. Self-regulation

25
Q

According to Bandura’s social cognitive theory, through what process does learning occur?

a. innate human motivation and desire	
b. triadic reciprocal causation	
c. encoding and retrieving information	
d. positive or negative reinforcement
A

b. triadic reciprocal causation

26
Q

What elements compose Bandura’s triadic reciprocal causation model?

a. personal characteristics, behavioral patterns, and environmental factors	
b. personal characteristics, metacognitive knowledge, and self-efficacy	
c. behavioral patterns, environmental factors, and reinforcing consequences	
d. behavioral patterns, personal agency, and self-efficacy
A

a. personal characteristics, behavioral patterns, and environmental factors

27
Q

Which component of the triadic model explains why a student with high mathematics self-efficacy pursues mathematics as a career?

a. personal characteristics	
b. self-regulating processes	
c. environmental factors	
d. teacher reinforcement
A

a. personal characteristics

28
Q

Why is self-regulation a critically important capability for students to acquire?
Choose 3

a. Growing students are expected to assume more responsibility for learning.
b. Instructional quality decreases markedly as students move into middle school and high school.
c. Greater amounts of complex materials need to be learned in high school.
d. Students increasingly need to be self-directed autonomous learners.
e. Self-regulation plays a critical role in standardized test performance.

A

a. Growing students are expected to assume more responsibility for learning.
c. Greater amounts of complex materials need to be learned in high school.
d. Students increasingly need to be self-directed autonomous learners.

29
Q

What personal characteristic is most strongly related to differences in self-regulation?

a. social skills	
b. perceived self-efficacy	
c. global knowledge	
d. emotional intensity
A

b. perceived self-efficacy

30
Q

What factor contributes most to one’s sense of self-efficacy?

a. expected rewards or punishments	
b. others doubting one’s ability	
c. past personal performance accomplishments	
d. expressions of confidence from others
A

c. past personal performance accomplishments

31
Q

A student prepares for an upcoming exam with memory- and comprehension-directed tactics and distributed practice. How could this type of learner be described?

a. obsessive-compulsive	
b. short attention span	
c. self-regulated	
d. procrastinator
A

c. self-regulated

32
Q

Why should teachers show students how to use mnemonic devices?
Choose 4

a. Rehearsal is a popular but less effective tactic than mnemonics.
b. Complex mnemonic tactics require practice.
c. Mnemonic devices assist memorization and recall.
d. Effective memory is innate and requires high intelligence.
e. Looking up reference information is time consuming.

A

a. Rehearsal is a popular but less effective tactic than mnemonics.
b. Complex mnemonic tactics require practice.
c. Mnemonic devices assist memorization and recall.
e. Looking up reference information is time consuming.

33
Q

John needs to remember the names of Civil War battles for an upcoming exam. What types of learning tactics would work best for John’s long-term learning?
Choose 2

a. reviewing text and class notes
b. re-reading the textbook chapter
c. creating and using mnemonic devices
d. asking self and peer questions
e. rote memorization of names and dates

A

c. creating and using mnemonic devices

d. asking self and peer questions

34
Q

A teacher praises a student for helping a peer with a difficult math problem. The interaction is observed by another student in the class. In light of research on observational learning and vicarious reinforcement, what is the observing student most likely to do?

a. help a classmate in anticipation of receiving similar praise	
b. congratulate the classmate on receiving the praise	
c. ignore the observation and continue working independently	
d. work harder to avoid the embarrassment of having to be helped by a peer
A

a. help a classmate in anticipation of receiving similar praise

35
Q

How does reciprocal teaching reflect social cognitive theory?

a. Students receive rewards or punishments for their behaviors.	
b. Reciprocal teaching targets students’ zones of proximal development.	
c. Students learn comprehension skills by demonstrating them to each other.	
d. Students learn how to get along better with each other.
A

c. Students learn comprehension skills by demonstrating them to each other.

36
Q

What recommendations do the authors make to help students become self-regulated learners (SRL)?
Choose 3

a. Students need strong self-efficacy beliefs to achieve SRL skills.
b. Learning environments should include high-tech entertainment.
c. Modeling is effective in helping acquire SRL skills.
d. Memory and mnemonic tactics should be emphasized.
e. Students take initial responsibility for independent study.

A

a. Students need strong self-efficacy beliefs to achieve SRL skills.
c. Modeling is effective in helping acquire SRL skills.
d. Memory and mnemonic tactics should be emphasized.

37
Q

Computer-based instructional programs have been shown to help develop self-regulated learning skills.

a. True
b. False

A

a. True

38
Q

What effect do hypermedia problem-solving simulations like Alien Rescue have on students as compared to those who receive direct instruction?

a. They become better problem solvers and are more likely to transfer what they learned.	
b. They become better problem solvers temporarily but fail to transfer what they know.	
c. They become more interested in video games.	
d. The simulations have no special benefit as both groups score about the same on measures of problem solving and transfer.
A

a. They become better problem solvers and are more likely to transfer what they learned.

39
Q

What effect does computer-based instruction (CBI) have on the development of students’ self-regulated learning (SRL) skills?
Choose 3

a. It hinders their development because students become more interested in the game aspect of CBI.
b. It has no effect because students need in-person modeling to obtain SRL skills.
c. CBI provides modeling of SRL skills that is not otherwise available.
d. CBI offers metacognitive feedback and scaffolds.
e. CBI most benefits self-regulated students with high self-efficacy.

A

c. CBI provides modeling of SRL skills that is not otherwise available.
d. CBI offers metacognitive feedback and scaffolds.
e. CBI most benefits self-regulated students with high self-efficacy.

40
Q

The three main parts of Bandura’s triadic reciprocal causation model are personal characteristics, metacognitive knowledge, and self-efficacy.

a. True
b. False

A

b. False

41
Q

What component of the triadic model explains why a student with high science self-efficacy pursues science as a career?

a. behavior patterns	
b. personal characteristics	
c. affective patterns	
d. environmental factors
A

b. personal characteristics

42
Q

What factors promote self-efficacy?
Choose 4

a. motivational processes
b. prior performance
c. verbal persuasion
d. emotional arousal
e. vicarious experience

A

b. prior performance
c. verbal persuasion
d. emotional arousal
e. vicarious experience

43
Q

While performing learning tasks, primary grade children:

a. are able to ignore external or internal distractions.	
b. perform tasks slowly and deliberately to avoid mistakes.	
c. independently select appropriate tactics.	
d. tend to self-doubt and to think of prior task difficulties
A

d. tend to self-doubt and to think of prior task difficulties

44
Q

What responses are characteristic of learners who make defensive rather than adaptive inferences about themselves as learners?

a. saying positive things about themselves	
b. procrastination and task avoidance	
c. feeling superior to classmates	
d. working twice as hard on tasks
A

b. procrastination and task avoidance

45
Q

How may teachers help students acquire self-regulated learning (SRL) skills?

a. Focus lessons on content topics rather than strategies.	
b. Align course goals, instruction, and test content.	
c. Emphasize memorization and recall of facts.	
d. Decrease opportunities for independent learning.
A

b. Align course goals, instruction, and test content.

46
Q

Comprehension-directed learning tactics include self-questioning, note-taking and concept mapping.

a. True
b. False

A

a. True

47
Q

Primary grade students are capable of teaching themselves the learning strategies needed to connect new and previously learned information.

a. True
b. False

A

b. False

48
Q

What does research conclude about instruction and self-regulated learning (SRL) skills?

a. Students learn more with general content area instruction.	
b. Students learn more with specific instruction in SRL skills.	
c. Teaching mnemonic techniques best promotes learning.	
d. Middle and high school students learn through rehearsal.
A

b. Students learn more with specific instruction in SRL skills.

49
Q

In the study that used the Decision Point! database, what scaffold did students find most relevant?

a. interactive essays with hyperlinks	
b. a highlighted online encyclopedia	
c. a student guide used by historians	
d. journals for daily data collection
A

a. interactive essays with hyperlinks

Psychology for Educators – C913 (complete) (15 decks)

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