Author Question: In a study examining the relationship between guided imagery and successful resolution of test ... (Read 96 times)

panfilo · **on:** Jun 20, 2018

In a study examining the relationship between guided imagery and successful resolution of test anxiety, researchers found a significant difference on an anxiety scale between high school-aged groups who received and did not receive a guided imagery treatment. The researchers should title their report

a. Relieving Test Anxiety Through Guided Imagery.
b. Guided Imagery and Test Anxiety in High School.
c. The Relationship of Guided Imagery and High School Test Anxiety.
d. Any of these is true.

Question 2

Describe the triadic reciprocal causation model and note its relationship to social cognitive theory. Provide an example of how the model works.

What will be an ideal response?

Leostella20 · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

C

Answer to Question 2

Triadic reciprocal causation is the basis of social cognitive theory. It proposes that learning results from the interactions among personal characteristics (such as cognitive processes, self-perceptions, and emotional states), behavioral patterns (such as observing, evaluating, and making changes to one's behavior), and environmental factors (such as the occurrence of reinforcing and punishing consequences for particular behaviors, explanations and modeling of various skills and processes by others, and the type of task one is working on). The triadic model is arranged so that each component can influence the other two, giving it its reciprocal quality.
One example given in this chapter (p.297) involved a student solving mathematical problems. One of the student's salient personal characteristics is a high level of self- efficacy for solving mathematical problems. That is, the student feels prepared or competent to successfully carry out this task. This motivates the student to work on mathematical problems rather than other tasks and to persist when the problems are hard to solve. Being able to figure out correct solutions to mathematical problems raises the student's self-efficacy for solving additional and even more difficult mathematical problems in the future. This example demonstrates how a personal characteristic influences a behavior pattern and how that behavior pattern, in turn, influences that same personal characteristic.