8. What is Self-Regulation (SR)? Do younger or older children have more self-regulatory skills?

Self-Regulation: the ability to control ones emotions, cognitions, and behaviors by providing
consequences to oneself. Older Children have more.
9. Three of the following teaching strategies should help children become more self-regulating.
Which one will not?
A. Ms. Amy encourages Carlton to set a target for himself regarding the number of sit-ups he
will be able to do by the end of the month.
B. Mr. OLeary teaches Carla to reinforce herself whenever she gets her homework done on
time.
C. Ms. Wells asks Demetrius to make a check mark on a piece of paper whenever he finds
himself talking out of turn.
D. Mr. DAngelo asks a teacher aide to keep a close eye on Basha and, when necessary, to
remind her to stay on task.
10. What would a level of teacher self-efficacy look like? What would a low level of teacher selfefficacy look like?
Self efficacy = expectation that one has the ability to perform a task which influences motivation
on tasks; Teacher self efficacy is the belief that they have the ability to teach the students in a
way that they will understand and succeed; A low level of teacher efficacy would be the opposite
of this
11. How is learning thought to occur in the Social Learning Theory model? How is that different
than the Behavioral Model?
Social learning says that learning can occur by observing other people, behavioral theory is
more focused on the individual person.
12. Vicarious reinforcement and punishment are important factors that influence observational
learning. Which of the following examples illustrates vicarious reinforcement?
A. Working hard at school because you are receiving praise at home.
B. Working harder at school because you see other students hard to go out and play when they
finish early.
C. Not cheating on an exam because you have seen other students be punished for cheating
before.
D. Being lazy in your work because you know you are not going to receive a grade for it.
13. What is the Locus of Control
An individuals belief that outcomes or events are caused by either external factors outside of
ones control or internal factors.
Where we place the cause (external and internal)
How does it apply to what you would see in a classroom? i.e. if a student had an internal locus
of control what would they be contributing their success or failures to? What about a student
who had an external locus of control?

Internal Locus: blaming yourself for what has happened ie: I got the grade I did because I
studied or not
External Locus: blaming other sources for what has happened: I failed because the material
was too hard or the teacher wasn't fair
What is the difference between stable and uncontrollable factors?
Stability: whether the cause is stable over time, we expect success when it is internal, do not
expect success when it is a stable external
Controllability: our personal responsibility for the success or failure. How much control was your
responsibility.
Attribution theory is driven by people's need to explain the reasoning of the outcome of events
based on past performance and social norms.

14. Approach Goals

What are these:
A. performance-approach goal- Being superior, the best, the smartest; intrinsic motivation,
effective but superficial learning strategies, effort and persistence, low anxiety and positive self
efficacy
B. mastery-approach goal- Mastering the task, learning and understanding completely; intrinsic
motivation, interest, enjoyment, deep level learning strategies (ie. beyond just memorization),
adaptive help seeking, positive self-efficacy and self regulation
C. performance-avoidance goal - concerned with judging their competence relative to others,
such as failing a test they believe others will succeed on.
D. mastery-avoidance goal - avoiding situations in which they might fail to achieve mastery;
never want to be wrong/incorrect
What would each look like within the classroom? i.e. if a student was approaching a task with
performance approach goal what would that look like?
If a student approached the task with a performance approach goal, his motivation would be to
complete the task better than any other student in the class.
15. Expectancy Value Model
What is the expectancy value model?
what motivates students to participate in class or complete homework assignments and
projects.
Come up with examples of student behavior/thought for expectancy and value on tasks being
presented to them.
Expectancy -- students expectation for success
competency belief -- judgement about ones relative ability in one domain
compared to the ability of other individuals and compared to ones ability in other
domains
Value -- Reasons for undertaking a task

intrinsic value -- satisfying interest, curiosity, or enjoyment

attainment value -- the intrinsic importance of being good at a task
utility value -- extrinsic usefulness for meeting short-term and long-term goals

16. Intrinsic and Extrinsic Motivation

What is the difference between these two concepts?
Intrinsic is motivation that comes from wanting to get better at something or gain knowledge,
extrinsic motivation comes from wanting to complete a task to get a reward afterwards.
How would you encourage both within the classroom? (What would an example of encouraging
intrinsic motivation look like?)
Praising hard work and effort, or specific improvement will increase intrinsic motivation.
As a teacher, which one is preferred? Why?
Intrinsic motivation tends to last longer
17. Mr. Bohannon wishes to create an intrinsically motivating classroom. As hes trying to
create a new lesson, which advice would you not give him?
A. Create tasks that force students to compete with one another.
B. Convey the importance or relevance of the lesson to the students.
C. Design tasks just beyond the skill level of the students to ensure they will be challenged.
D. Give students choices for learning activities.
18. Critical Thinking
What is hypothesis testing?
examination of research data and result to determine what conclusion reasonable can be drawn
to support or refute a stated hypothesis.
What does it look like within the classroom?
give students materials to make something, ask them to make hypothesis about what will be the
best construction plan, test those hypothesis and decide which ones are best.
What is argument analysis?
challenging students to critically evaluate reasons in order to discriminate between those that do
and do not support a particular conclusion
What are the characteristics of a well-cultivated thinker?
raises vital questions and problems, gathers and assesses relevant information, comes to wellreasoned conclusions and solutions, testing them against relevant criteria, thinks open mindedly
within alternative systems of thought, communicates effectively with others to figure out complex
problems (without this one, all others are useless)
19. Motivation
Example 1: Teachers statements about increasing motivation in their students:
Question: Which teacher is using techniques most likely to motivate students?

 Amber: "I boost my students by always telling them I know how smart they are and I give
rewards when they have perfect work."
Courtney: "I help them set short-term mastery goals as we start each unit, and monitor each
student to make sure they have a strategy for achieving their goal."
Kyle, Nothing that works better than helping students know where they stand compared to
everybody else. So I hang up the best student work as examples, chart progress on a wall
chart, and always announce the highest and lowest scores so underperformers know what's
expected next time."
Nicholas: "motivation is important. I put students into ability groups so they can work with
others who have made the same level of progress as them, and I am diligent about praising
performance regularly."
Example 2: In which one of the following situations is a student attributing failure to a stable and
uncontrollable factor?
A. Jason tells himself that he failed the last history test because the substitute teacher
constructed a bad test. He expects to do better when his regular teacher returns from maternity
leave.
B. Kami tells herself that she is getting low grades in math because, like her mom, she just isnt
any good at math and she never will be.
C. Lana thinks that she didnt make the school dance squad this year because she didnt
practice enough. She vows to do better next time.
D. Marley believes she is having trouble in music because she has been absent the last two
weeks. She knows shell have to work extra hard to catch up to her class.
Example 3: According to attribution theory, students make attributions about their performance
based on three dimensions. List the three dimensions.
Locus: Where we place the cause
Stability: Substitute teacher (stable), Luck (unstable)
Controllability: We control how much we study, not the fairness of the test
20. Jeremy failed his history exam. If he was using an internal locus of control to view this, what
would that look like? (examples: not studying enough, not paying attention in class)
Jeremy would blame his failure on not studying enough, not paying attention in class, etc. An
internal locus of control would cause him to blame himself rather than things outside of his
control.
21. What if Jeremy was using an external locus of control to view his failing of the history exam?
What would that look like? (examples: items on the exam were too hard, he just isnt smart
enough)
Jeremy would blame his failure on the exam being too hard, not being smart enough, the
teacher, bad luck, etc. Things outside of his control are to be blamed for failing his exam.
22. Lanetria wants to complete the writing task in her English class, because she's interested in
the new skills and knowledge. The best description of this is ______.

A. performance-approach goal
B. mastery-approach goal
C. performance-avoidance goal
D. mastery-avoidance goal