Which one of the following strategies is most likely to promote self-regulation in students?
a. Mr. Adams knows that many students have trouble learning algebra. He spends the first few weeks of class having students engage in activities that will make algebraic concepts concrete and understandable.
b. When assigning a lengthy research project, Mr. Barnett advises his students to break the project down into a number of smaller tasks and then to reinforce themselves after they complete each one.
c. To build endurance, Mr. Carruthers asks his physical education students to run progressively longer distances each week.
d. Mr. D'Amato asks his students to look in a mirror and write a poem about what they see.
Question 2
Fourteen-year-old David rarely turns in his homework and often skips school, and so he is earning Ds and Fs in most of his classes. Yet he expresses his sincere desire to go to college and make something of myself.
This apparent inconsistency between his poor academic performance, on the one hand, and his strong interest in going to college, on the other, can probably best be explained by:
a. A lack of vicarious punishment in his life
b. An inability to think abstractly about his goals
c. Insufficiently developed self-regulation skills
d. A general tendency for adolescent boys to punish rather than reinforce themselves for academic success
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