Chapter Questions
#1) What is the relationship between attributions for success
and failure and Bandura's concept of efficacy?
-- After you have answered-
click here
#2) How would Skinner view the teacher's expressions of sympathy
following a student's academic failure if the failure-oriented behavior
continued?
-- After you have
answered- click here
Practice Questions
1) The term "attribution" refers to an individual's
1) questioning
of the causes of events or outcomes
2) belief that
events are either internaly or externally controlled
3) inferences
linking causes and subsequent behavior
4) identified
causes of events or outcomes
2) According to Weiner, all of the following are causal
attributions except
1) luck
2) potential
3) ability
4) effort
3) A major assumption of attribution theory is that human
behavior in part is motivated by a search for
1) understanding
2) values
3) reinforcement
4) acceptance
4) According to DeCharms, an origin believes that
1) s/he is controlled
by external events
2) behavioral
consequences are valuable information
3) behavioral
consequences cannot be determined
4) success on
achievement tasks is a random event
5) The belief that one is responsible for the consequences
in his/her life is referred to as
1) internal locus
of control
2) external locus
of control
3) self-perception
theory
4) attribution
theory
6) According to Weiner, the importance of the stability
dimension is that it influences the learner's
1) satisfaction
2) ability
3) expectancies
4) related attributions
7) A change program to overcome failure attributions
should include all of the following except
1) realistic
goal setting
2) successes
on easy tasks
3) feedback on
performance
4) reinforcement
for effort
8) The psychological relationship between attributions
and feelings described by Weiner is that
1) attributions
generate feelings
2) feelings determine
attributions
3) attributions
and feelings evolve from self concept
4) cognitions
are independent of feelings
9) In attribution theory, the term "causal schema"
referes to the individual's
1) past success
history
2) general beliefs
about typical causes
3) achievement
need and self-concept
4) beliefs in
one's self-efficacy
10) All of the following are direct sources of affect
in Weiner's model except
1) types of outcomes
(success or failure)
2) properties
of attributions
3) particular
attributions, e.g., ability
4) past success
history
11) Expressing consolation for student errors on classroom
work likely conveys that
1) persistence
is extremly important
2) success is
achievable through diligence
3) the student
cannot succeed
4) self-esteem
is independent of achievement
For questions 12-19, choose from the following list of
attributional properties:
A) stable
B) unstable
C) internal
D) external
E) uncontrollable
12) Only ablity and task difficulty
A
B C
D E
13) Both effort and luck
A
B C
D E
14) Both ability and effort
A
B C
D E
15) Ability, task difficulty, and help from others
A
B C
D E
16) Effort and help from others
A
B C
D E
17) Influences self-esteem
A
B C
D E
18) Generates pity for negative outcomes
A
B C
D E
19) Magnifies emotions generated by other attributional
properties
A
B C
D E
20) In attribution theory, the belief that outcomes are
independent of one's actions is known as
1) learned helplessness
2) inadequate
self-image
3) personal inefficacy
4) low self-concept
21) Attribution theory describes motivation in the classroom
as primarily the result of
1) teacher beliefs
about students
2) student attributions
for achievement and outcomes
3) student interest
and ability
4) peer beliefs
about success an failure
Choosing either "True" or "False," identify the classroom practices that contribute to building positive attributions.
22) emphasize learning rather than achievement
True
False
23) provide small-group cooperative learning situations
True
False
24) provide sympathetic support for student mistakes
True
False
25) provide reinforcement for effort and persistence
True
False
Choosing either "Ture" or "False," categorize the following statements about performance-goal oriented classrooms.
26) Focus is on mastery of skills
True
False
27) Errors produce anxiety
True
False
28) Success is viewed in terms of the achievement of others
True
False
29) Threatened failure leads to increased effort
True
False
Pasrt A
Attribution theory suggests that students may infer their
lack of ability from a variety of teacher behaviors and comments.
Your homework for this module is to generate 2 lists.
List 1: Develop a list of teacher activities and/or statements that are likely to signal a lack of ability as a cause of failure.
List 2: Develop a list of teacher nonverbal communications
that may convey lack of ability, e.g., seating the most verbal students
in the front of the room and others toward the back.
Part B
Then, write a brief narrative focusing on systemic (i.e.
changes in the basic operating system and culture) changes that will be
required in the environment in which you are responsible to help others
learn, or the primary environment in which you are a learner, to begin
to convey to students that they are indeed capable and have the ability
for success.
TIP: In general, spending time to carefully consider your lists and developing strong lists for "part a" will benefit you in time savings when identifying necessary changes in "part b."
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