Students who have a strong sense of self-efficacy will likely
a. abandon tasks when progress becomes difficult because they tend to be perfectionists.
b. avoid novel tasks because they are not able to conceptualize the probability of success over failure.
c. ask a teacher for help as soon as a task becomes difficult because they are very realistic about their abilities and limitations.
d. have high expectations of success and, therefore, persist on a given task even when it becomes difficult.
Question 2
A student is taught how to create concept maps for the chapters of his history textbook. A few days later and without prompting, he creates concept maps for the content of his social studies textbook. This type of behavior is an example of
a. near transfer. c. general transfer.
b. far transfer. d. high-road transfer.
Students
Developmental tasks for older adults
Mental Rotation and Verbal Fluency Tasks
Performance Tasks on the Wechsler Tests
The percentage of Canadian students in Grades 7 through 12 who used drugs
Students working around a computer