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Kai's goal for her history assignment is to learn as much as she can about Navajo Indian culture by reading books and Internet sources and then visit the reservation near her hometown in New Mexico. Kai's goal orientation for this assignment is:
  a. social.
  b. performanceapproach.
  c. mastery.
  d. performance avoidance.

Ques. 2

Sanya spent hours preparing her presentation for Tuesday's assignment in speech class. When she gave her speech to her group, she failed to make eye contact with her audience, and she fidgeted with her hair. She had reminded herself to exhibit these specific skills, but lost points for failing to follow through during her presentation. She had the same problem with previous speeches. What basic need is not being met?
  a. Competence
  b. Autonomy
  c. Belonging
  d. Self-actualization

Ques. 3

Ms. Strauss made the decision to delay the class field trip. Students verbalized their frustration and disappointment. Which teacher response supports self-determination and autonomy?
  a. I am the teacher, and it is my responsibility to make decisions that are best for you.
  b. Delaying the field trip is a big decision and should be made by the teacher.
  c. I recognize your frustration with my decision to delay the field trip.
  d. You are allowed to make a lot of decisions, but this is a teacher decision.

Ques. 4

According to cognitive evaluation theory, which of the following classroom events is most likely to increase students' intrinsic motivation to learn?
  a. Mrs. Hebert tells students they will receive demerits for talking during guided reading time.
  b. Mr. Pace gives students one more day to work on their reports and warns them they will be penalized for late work.
  c. Ms. Carlson writes on the board the due date for science projects and suggests that students transfer the information to their notebooks.
  d. Mr. Dixon informs students of the new guidelines for the essay and makes sure all students copy the guidelines into their notebooks.

Ques. 5

Miguel moved to a new school around Thanksgiving. In his third grade class he is shy and has not made any friends by Valentine's Day.What unmet need is likely interfering with his learning?
  a. Autonomy
  b. Relatedness
  c. Competence
  d. Safety

Ques. 6

Which of the following teachers is taking a humanistic approach to motivation?
  a. Mrs. McKenzie gives students three choices for their history project. She stresses how much they will learn and grow as they work on the tasks involved.
  b. Mr. Ranger creates cooperative groups and emphasizes how much students will enjoy working in their groups.Students name their groups and build their own group identities.
  c. Ms. Harper sets aside time every week for students to compete in math games. She puts students in groups of four. Groups compete to win the most points and add to their accumulating point totals.
  d. Mr. Kim gives a long homework assignment and gives students half of the class period to get started. He reminds them of the importance of turning it in on time to avoid penalties.

Ques. 7

Which view of motivation is based on intrinsic andextrinsic sources of motivation andis characterized as expectancy x value?
  a. Humanistic
  b. Cognitive
  c. Social cognitive
  d. Sociocultural

Ques. 8

Ms. Jovanovic encourages her first graders to complete their reading assignment before lunch in order to receive a sticker. Which approach to motivation is she using?
  a. Sociocultural approach
  b. Cognitiveapproach
  c. Humanistic approach
  d. Behavioral approach

Ques. 9

Two of the students in your second grade class exhibit aggressive behaviors. They use aggressive language, name calling, and threats to hurt others. One of these students instigates physical fights and has difficulty following your class rules about showing respect and keeping hands to self.
  Discuss sources that contribute to such aggression and describe how you might deal with such aggression in your classroom.
  What will be an ideal response?

Ques. 10

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.
  What will be an ideal response?

Ques. 11

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 much of 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.
  What will be an ideal response?

Ques. 12

Various perspectives on learning are represented in the diverse views and theories that form the four pillars for teaching: behavioral, cognitive, constructivist, and social cognitive. Which perspective views the teacher's role as one of model, motivator, and facilitator of learning as well as model of self-regulated learning?
  a. Behavioral
  b. Cognitive
  c. Constructivist
  d. Social cognitive
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Answer to #9

Suggested Response: Aggressive students tend to believe they will get what they want by being aggressive. This applies to instrumental aggression to get an object or privilege, hostile aggression to harm someone else, overt aggression to threaten or attack someone physically, relational aggression to damage social relationships, and cyber aggression using social media.
The sources of the aggression may be models they encounter at home. Perhaps family members are aggressive and these children get their way at home by matching the aggression they see in others.
Other sources of aggression may be found in the TV shows these children watch and the video games they play. These are common sources of aggression children are often exposed to on a daily basis in their homes.
In order to deal with aggression effectively, teachers need to be armed with knowledge, skills, and strategies.
 Begin by being a model of nonaggression. A teacher who is able to remain calm and firm can deal with aggression more effectively than one who makes threats and uses aggression to combat aggression.
 Teachers also need to establish procedures that reduce the opportunities for students to show aggression. This includes procedures such as getting into groups and completing tasks without interfering with one another. It includes procedures for accessing materials, taking turns, and sharing.
 Teachers need to make sure aggressive behavior is not rewarded. If one of the aggressive students pushes another to get to a specific chair, the teacher should not allow the aggressor to remain in the chair.
 Teachers can address aggression by teaching social skills. A reading assignment, for example, might provide opportunities for discussing aggressive behaviors, contrasting prosocial and antisocial behaviors, and emphasizing the importance of taking the perspective of the other person.
 Teachers help students learn prosocial, nonaggressive behaviors when they teach students how to work together in cooperative groups. Group procedures help students practice skills such as taking turns and listening.
Text Reference: Bronfenbrenner: The Social Context for Development

Answer to #10

Suggested Response: Mr. Winn needs to incorporate the following four elements of observational learning:
1 . Attention: He must get students' attention and hold their attention while he explains each step of the three-step process. He needs 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. It will be more effective if Mr. Winn involves the students by asking brief questions or engaging students in dialogue about the steps as he carries out the process.
2 . 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 sample he modeled and post it on the wall where everyone can see it.
3 . Production: He needs to give students opportunities to practice the process right away. As students practice, Mr. Winn should walk around the room and monitor and give feedback. As he gives feedback, he should refer back to the model.
4 . 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.
Text Reference: Modeling: Learning by Observing Others

Answer to #11

Suggested Response: Albert Bandura identified four sources of self-efficacy expectations: mastery experiences, physiological and emotional arousal, vicarious experiences, and social persuasion.
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 interested in reading, but not writing. He puts little effort into writing assignments. He lacks emotional arousal and does not light up or get excited about writing. This is another source of low 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 those experiences. He also needs 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.
Text Reference: Self-Efficacy and Agency

Answer to #12

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3 years ago
Perfect on my quiz, so smart <3
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