In a short paragraph, describe the nature of self-worth. In a second paragraph, explain what self-handicapping is and the role it plays relative to self-worth.
To illustrate your discussion, describe two different kinds of self-handicapping that students might exhibit in or outside of the classroom.
Ques. 2You are teaching your students how to do somethingperhaps how to solve a math problem, write a research paper, or execute a side dismount from the parallel barsand you find that your students have low self-efficacy for doing the task.
a. Describe a specific task that you might eventually be teaching.
b. Describe three strategies you might use to enhance your students' self-efficacy for performing the task. For each strategy, describe what you would do in specific and concrete terms.
Ques. 3In fifth grade last year, Elena was a happy, easy-going student. Now that she's moved to junior high school and begun sixth grade, she's becoming increasingly anxious and uptight.
Three of the following alternatives are probable reasons for her growing anxiety. Which alternative is least likely to be true?
a. It's harder to get the good grades she was used to getting in elementary school.
b. Her junior high school teachers want to know more about her than her fifth-grade teacher ever did.
c. Now that she's reached puberty, she's uncomfortable with the many ways in which her body is changing.
d. Assignments require more independence and self-reliance, and it's up to her to seek help if she needs it.
Ques. 4Teachers can probably best help students overcome debilitating anxiety in the classroom by:
a. Downplaying the importance of education; putting less emphasis on working hard and more emphasis on relaxing and having fun
b. Allowing them to work at whatever subjects they like best until they feel ready to tackle other, potentially more difficult subjects
c. Helping them discover that they can succeed with effort and that mistakes can be corrected
d. Reminding them how important it is that they demonstrate mastery of the school district's instructional objectives for the year
Ques. 5Three of the following strategies should facilitate students' transition to middle school or junior high. Which one is not likely to do so?
a. Divide a school of 500 students into several smaller groups in which all students have the same teachers, some of the same classes, and numerous opportunities to get to know one another.
b. Schedule one-on-one meetings with each student to find out what his or her interests, needs, and concerns might be.
c. Provide a rough outline that students can use when they take notes in class.
d. Remind students that learning to compete with peers will be important for success in the adult world.
Ques. 6Three of the following strategies for addressing students' needs for relatedness are consistent with those that the textbook offers. Which one is not?
a. Privately praise students for their good performance.
b. Regularly include small-group work in classroom activities.
c. Reserve 4560 minutes of class time each day for students to converse about nonacademic matters.
d. Lend a sympathetic ear if students are having a bad day or in some other way are feeling angry or depressed.
Ques. 7To succeed in adult society, growing children need to acquire some degree of emotion regulation when they encounter disappointing or frustrating circumstances. Three of the following teaching strategies should help promote such regulation.
Which one is not a recommended strategy?
a. Encourage students to watch aggressive sports (e.g., boxing, American football) as an outlet for any aggressive tendencies their frustrations may elicit.
b. Encourage students to look for one or more unanticipated benefits of their failures.
c. Teach students strategies that can help them be more successful on future occasions.
d. Brainstorm with students about ways they might minimize or compensate for the negative repercussions of their failures.
Ques. 8Three of the following strategies should engage students' interest in class material and foster their intrinsic motivation to learn it. Which one is least likely to do so?
a. Have each student read a different character's lines when the class is reading the play Our Town.
b. Ask students to imagine what it must have been like to live in medieval England.
c. Show students a scientific phenomenon that isn't what they'd expect to happen given their existing beliefs about the world.
d. Tell students that occasional failures are probably due to circumstances beyond their control.
Ques. 9If you wanted to encourage students to focus on mastery goals more than on performance goals, you would be most likely to:
a. Encourage students to compare their own performance to that of their peers
b. Assess students' learning in a way that tests genuine understanding of the material
c. Remind students about how important their grades will be when they apply to college
d. Explain to students that the curriculum is based on national standards developed by experts in the field
Ques. 10Eileen is reluctant to go out for the school soccer team. We want to enhance her self-confidence about becoming a successful soccer player. If we consider the role of attributions in motivation, the best thing we can say to Eileen is:
a. Some people are just naturally good soccer players, and I've seen signs that you're probably one of them.
b. The game of soccer is largely a matter of luck. Some days are good ones and some days are bad. You just never know how things will go.
c. Skill in soccer is totally a function of how hard you work at the game.
d. You have some natural athletic ability, and practice will make you even better.
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