Three of the following are examples of self-regulation as social cognitive theorists describe it. Which one is not a good example of self-regulation?
a. A student reminds herself in a whisper that she should raise her hand before speaking in class.
b. A student thinks, I paid better attention in class today. I'm going to reward myself by watching television when I get home from school.
c. A student keeps track of the number of times he's gone to the pencil sharpener in a single day.
d. A student tries hard to earn the reinforcer his teacher has told him he will get for good behavior.
Question 2
Which one of the following teaching strategies is most likely to promote resilient self-efficacy?
a. Ms. Angelotti has her students pronounce Comment allez vous? over and over until they can do so correctly.
b. Mr. Benavidez makes sure that failure never occurs in his classroom; he limits his students' assignments to tasks he knows they can do easily and effortlessly.
c. Mr. Coffin has students in a woodworking class use only hand tools while building a bookshelf.
d. Ms. Davis assigns a variety of challenging math problems, knowing that her students will successfully solve most, but probably not all, of them.
Cognitive behaviour involves problem-solving ability.
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