Low-ability cues occur when teachers

Low-ability cues occur when teachers
 
  a. refuse to help needy students
  b. help needy students only after they fail to work successfully on their own
  c. elicit low-ability statements from students
  d. are too quick to help needy students

Ques. 2

Which of the following attributions is controllable according to Weiner?
 
  a. effort
  b. luck
  c. ability
  d. task difficulty

Ques. 3

Which of the following is NOT one of the recommended ways to increase self
  efficacy?
 
  a. expert modeling
  b. provide explicit feedback
  c. decrease performance expectations
  d. verbal persuasion from teachers and peers

Ques. 4

High-efficacy teachers are more likely to
 
  a. use a limited set of teaching strategies
  b. use more punishment
  c. persevere with low-achievers
  d. allocate most of their instructional time to high-achievers

Ques. 5

A behaviorist process of instruction involves identifying the goal of instruction and students'
  entry behavior, and then formulating substeps leading from the entry behavior to the terminal
  behavior, with each substep representing a small modification of the preceding one. This process
  is called:
 
  a. generalization.
  b. transfer.
  c. higher-order conditioning.
  d. shaping.

Ques. 6

High levels of self-efficacy are related positively to academic
 
  a. persistence
  b. strategy use
  c. engagement
  d. all of the above

Ques. 7

Thorndike's Law of Effect is most like the ideas of:
 
  a. Pavlov.
  b. Skinner.
  c. Bandura.
  d. Simon.

Ques. 8

According to attribution theory, learned helplessness is most likely to occur when
  students make ___?___ attributions
 
  a. internal, controllable, stable
  b. external, controllable, stable
  c. internal, uncontrollable, stable
  d. external, uncontrollable, stable

Ques. 9

Positive motivational beliefs frequently increase academic achievement because they
 
  a. compensate for native ability
  b. increase engagement and persistence
  c. promote strategy use
  d. all of the above