Author Question: Explain what psychologists mean when they talk about attributions. Then: a. Explain how students' ... (Read 84 times)

roselinechinyere27m · **on:** Jun 20, 2018

Explain what psychologists mean when they talk about attributions. Then: a. Explain how students' responses to failure are likely to be different when they attribute that failure to a controllable cause or to an uncontrollable one. Give a concrete example to illustrate your explanation. b. Describe three specific strategies you might use to foster more productive attributions in your students. In each case, explain why you think the strategy will be effective.

What will be an ideal response?

Question 2

In two separate paragraphs, explain how challenge is involved in (a) the process of equilibration and (b) the concept of zone of proximal development. Give a concrete example to illustrate each discussion.

What will be an ideal response?

mjenn52 · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

An attribution is a student's explanation regarding why a specific event (perhaps a success or failure) has occurred.
a. Students are more likely to respond appropriately to failurefor example, to try harder or use a different strategyif they believe they have control over the factors contributing to their failure. They are unlikely to change their behavior if they think the source of the failure is beyond their control. The response should include a concrete example illustrating the difference.
b. Possible strategies for promoting productive attributions include these (the response should describe three strategies, which may include those listed below and/or other strategies justifiable from the perspective of attribution theory):
Provide sufficient instruction and support that students can experience success if they exert reasonable effort.
Make responsereinforceme nt contingencies clear.
Communicate high yet realistic expectations for student performance.
Attribute students' successes to both high ability and such controllable internal factors as effort or learning strategies.
Attribute students' successes to effort only when they have exerted a great deal of effort.
Attribute students' failures to factors they can control.
Attribute students' failures to a lack of effort only when they clearly haven't tried very hard.
Help students acquire more effective learning strategies.
Define success as eventual rather than immediate mastery.
Evaluate students in terms of the improvement they're making.
Minimize competition among students.

The response should provide a reasonable justification of each strategy it describes.

Answer to Question 2

Piaget's concept of equilibration refers to the idea that children often make cognitive advancements when they experience disequilibriumthat is, when they encounter puzzling situations they cannot adequately address using their existing understandings. Such challenges lead them to replace, reorganize, or better integrate their schemes (i.e., through accommodation) so that they can address these situations. In contrast, Vygotsky proposed that children are most likely to develop when they perform tasks within their zone of proximal developmentchalleng ing tasks for which they need the assistance of someone more skilled. (Students' responses should include concrete examples that reasonably illustrate equilibration and the ZPD.)