Which of the following examples best illustrates a child using effortful control.

Which of the following examples best illustrates a child using effortful control.
 
  a. June knows she should not talk out of turn in class, but when she gets excited she cannot help herself.
  b. Ben does not like the other kids in his class and often teases them during recces.
  c. Allison likes to laugh when other kids get in trouble in class, however she knows this will hurt their feelings, therefore she holds her tongue and does not laugh.
  d. Logan loves hanging out with friends after school and gets angry when he looses the privilege to do so.

Ques. 2

Which one of the following best illustrates the self-reaction aspect of self-regulation?
 
  a. Adele feels terrible when she inadvertently hurts a classmate's feelings.
  b. Bonnie knows how happy her parents will be if she brings home a good report card.
  c. Clint doesn't like striking out when it's his turn at bat because his teammates will think he's a bad baseball player.
  d. Daryl checks his watch frequently as he takes a standardized test to be sure he can finish the test in the allotted time.

Ques. 3

From the perspective of social cognitive theory, which one of the following children most clearly shows a key ingredient of self-regulation?
 
  a. Anne does her chores so that she will get her weekly allowance.
  b. Bob is proud of the fact that he always keeps a promise.
  c. Carol knows she will be tested on the information being presented in class.
  d. Donald refrains from punching a classmate because he thinks his teacher might be watching.

Ques. 4

Which one of the following best illustrates collective self-efficacy in teachers?
 
  a. The teachers at West Middle School confer weekly about students who they believe are at risk for academic failure, and they are confident that, by working together, they can help these students be successful at school.
  b. The teachers at South Elementary School have coordinated what they do at each grade level so that at any particular grade, students master the knowledge and skills they will need in the following grade.
  c. The English teachers at East High School have agreed on how they will teach the required freshman English class. That way, students will have a similar classroom experience no matter which teacher they have for the course.
  d. A third-grade teacher and a fourth-grade teacher at North Elementary School have combined their two classes into one large class. Sometimes they team-teach the entire group. At other times they divide the class into two smaller groups, one of which is ready for more advanced work than the other.

Ques. 5

Vanessa frequently complains of getting terrible headaches and so ends up at the nurse's office several times a week. Yet two different physicians have been unable to find a cause for Vanessa's headaches, and Vanessa's parents report that their daughter rarely has headaches at home. Vanessa is falling further and further behind in her schoolwork, so Vanessa's teacher and parents meet with the nurse and school psychologist to brainstorm possible solutions to Vanessa's problem. The school psychologist suggests that the teacher keep track of the occasions when Vanessa complains about a headache. Two weeks later, the teacher reports that all of Vanessa's complaints occur just before a test or difficult assignment. Suddenly the teacher and parents begin to suspect that perhaps Vanessa complains of headaches as a way of getting out of having to do difficult assignments. Here we see the initial steps in a process known as:
 
  a. The use of incompatible behaviors
  b. Behavioral momentum
  c. Functional analysis
  d. Extinction of inappropriate behavior

Ques. 6

John's teacher gives him constructive criticism about how to improve the poem he has just written. According to the textbook's discussion of social cognitive theory, what effect is such criticism likely to have on John's self-efficacy for writing poetry, and why?
 
  a. It will probably decrease his self-efficacy, because it communicates the message that he has done a poor job.
  b. It will probably decrease his self-efficacy, because it suggests to him that the teacher's standards are substantially higher than his own.
  c. It will probably enhance his self-efficacy, because it communicates the message that his teacher cares about him as a human being.
  d. It will probably enhance his self-efficacy, because it communicates the message that he has the ability to write a good poem.

Ques. 7

Should students ever be allowed to fail at classroom tasks? According to social cognitive theorists, the answer is:
 
  a. Yes. Self-efficacy is highest when students fail at a task several times in a row before accomplishing it successfully.
  b. Yes. Occasional failures interspersed among frequent successes teach students that perseverance pays off.
  c. No. Failure gives students the message that school is not an enjoyable place to be.
  d. No. Even a single failure can significantly deflate students' self-efficacy.

Ques. 8

Which one of the following instructional objectives most clearly focuses on students' higher-level thinking skills?
 
  a. Students will describe the laws of momentum and inertia.
  b. Students will use the laws of momentum and inertia to explain how objects move.
  c. Students will take accurate notes during a lecture on momentum and inertia.
  d. Students will learn formulas that involve momentum and inertia.

Ques. 9

Jim has a high sense of self-efficacy regarding his ability to work with his hands. Based on this information, we would predict three of the following from social cognitive theory. Which one would we not necessarily predict?
 
  a. Jim will frequently choose activities that involve working with his hands.
  b. Jim will be a bit careless when he works with his hands, so he will frequently make silly little mistakes.
  c. Compared to Joe, who has low self-efficacy, Jim will do a better job at such hands-on tasks.
  d. If Jim has difficulty at a task requiring his handiwork, he will tend to try, try again until he gets it right.

Ques. 10

Using behavioral objectives to describe classroom goals sometimes results in a lengthy list of seemingly trivial behaviors. In such situations, which one of the following is, according to the textbook, an acceptable alternative?
 
  a. Constructing a small list of abstract objectives, giving examples of behaviors that reflect each one.
  b. Foregoing instructional objectives when a teacher wants to focus on higher-level skills.
  c. Constructing a mixture of behavioral and nonbehavioral objectives.
  d. Emphasizing higher-level rather than lower-level skills.