Chapter 11 Social Cognitive Views of Learning and Motivation True False

True/False Questions 43) 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. Answer: FALSE Explanation: The model places equal emphasis on the physical and social environmental influences, personal (self) influences, and behaviour. Page Ref: 385 44) Self-efficacy is an important influence on observational learning. Answer: TRUE Explanation: Observers are more likely to learn from models if the observers have a high level of self-efficacy particularly if they believe they are capable of doing the actions needed to reach the goals, or at least of learning how to do so. Page Ref: 386-387 45) Self-efficacy refers to individuals' skill at managing their own study behaviours. Answer: FALSE Explanation: Self-efficacy refers to a person’s sense of being able to deal effectively with a particular task. Page Ref: 390 46) 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. Answer: TRUE Explanation: Social persuasion, if from a credible source, can influence a person's selfefficacy. However, social persuasion alone is typically not a powerful enough source of self-efficacy information to create change in belief systems. The pep talk usually needs to be combined with mastery or vicarious experiences in order to have an effect on a student's level of self-efficacy. Page Ref: 392 47) Vicarious experiences involve someone else modelling accomplishments. Answer: TRUE 11-16 Explanation: In vicarious experiences, someone else models accomplishments. The more closely the observer identifies with the model, the greater the impact on self efficacy will be. Page Ref: 392 48) There is no direct relationship between self-esteem and self-efficacy. Answer: TRUE Explanation: There is no direct relationship between self-esteem and self-efficacy. It is possible to feel highly efficacious in one area and still not have a high level of selfesteem, or vice versa. Page Ref: 392 49) Individuals with a strong sense of self-efficacy for a given task tend to attribute their failures to lack of ability. Answer: FALSE Explanation: Individuals with a strong sense of self-efficacy in a given area set higher goals, are less afraid of failure, and find new strategies when old ones fail. Page Ref: 393 50) Volition is a term meaning willpower. Answer: TRUE Explanation: Volition is an old-fashioned word for willpower. However, the more technical definition for volition is protecting opportunities to reach goals. Page Ref: 398 51) Co-regulation involves students working together to regulate each other through reminders, prompts, and other guidance. Answer: FALSE Explanation: Students working together to regulate each other defines shared regulation. Like co-regulation, it is a social process that supports the development of self-regulation. Co-regulation is defined as a transitional phase in which students gradually appropriate self-regulated learning and skills. It involves modelling, direct teaching, feedback, and coaching from teacher, parents, or peers. Page Ref: 398 52) 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. Answer: TRUE 11-17 Explanation: Self-regulated learning involves analyzing learning tasks setting goals, and planning how to do the task, applying skills, and especially making adjustments about how learning is carried out. Page Ref: 399 53) 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. Answer: TRUE Explanation: In Zimmerman's self-regulated learning model, students need to have volition and self-control in order to move from the forethought stage to performance stage. Page Ref: 401 54) 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. Answer: FALSE Explanation: This example describes the forethought phase of Zimmerman’s model. Page Ref: 401 55) 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 selfregulated learning strategies. Answer: FALSE Explanation: Fuchs’ research found that self-regulated learning strategies helped students to learn mathematical problem solving especially when asked to solve problems that were different from those they encountered in the lessons. Page Ref: 402 56) Rubrics are appropriate for when teachers evaluate student work, but should not be used with students for self-evaluation purposes. Answer: FALSE Explanation: Rubrics can be used for self-evaluation with students. Teachers should model how to use them. Page Ref: 403 11-18