Running head: FINAL ESSAY EXAM

Final Essay Exam

Kayla M. Green

EDUC 5302- Educational Psychology and Learning Theory

Dr. Kristy Duckworth

East Texas Baptist University

8 July 2017

Version 1.0
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Albert Bandura developed the social cognitive theory which emphasized the role that

teachers and other people have in learning. The dynamic system contains social, personal, and

behavioral influences that explain human adaption, learning, and motivation (Woolfolk, 2016).

Motivation is important for student learning and there are many different factors that influence

motivation. Motivation depends on the needs of the individual student.

1.

a. The social cognitive theory explains how people develop socially, cognitively,

personally, and emotionally, while also addressing what motivates people (Woolfolk,

2016). Self-efficacy falls under self-influence in the triarchic reciprocal causality system.

Outcomes of a persons behavior that they predict can have an effect on goals, effort,

persistence, strategies, and resilience (Woolfolk, 2016). By Annie saying, I just cant do

this writing stuff, she is assessing her own competence in her ability to write.

b. Self-efficacy is defined by the belief about personal competence or effectiveness in a

given area (Woolfolk, 2016). There are four different sources of self-efficacy which

include, mastery experiences, physiological and emotional arousal, vicarious experiences,

and social persuasion. I think the main source of self-efficacy for Annie is physiological

arousal because she may experience a negative arousal from the assignment. Annie may

be anxious and foreboding which decreases self-efficacy.

c. Self-efficacy and academic performance are both increased when the students have short-

term goals to monitor their own progress, use learning strategies to outline and

summarize information, and receive rewards awards when they achieve at a task.

(Woolfolk, 2016). Instead of Annie being overwhelmed by a writing assignment she can
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create short-term goals to break down that task. Also, the information can be outlined and

summarized so that it focuses her attention better.

d. Self-regulation is defined by setting goals and using efforts and resources to reach those

goals (Woolfolk, 2016). Knowledge, motivation, volition, and development all influence

self-regulation. Winnie and Hadwin describe the cycle of self-regulation learning as

analyzing the task, setting goals, devising plans, and enacting tactics and strategies.

Writing assignments can be designed to allow for Annie to use her knowledge about art

and P.E. to complete assignments. As a teacher I can help set goals with Annie and

together we can devise a plan for her to reach those goals.

2.

a. A learning goal is made with the purpose of improving and learning no matter how

awkward you appear. Students are more engaged in the task and are more invested. They

like a challenge and do not compare their work performance to their classmates. These

students ask questions, apply strategies, and are confident in their work (Woolfolk, 2016).

Bill loves a challenge and wants to learn, which are both characteristics of learning goals.

With a performance goal, students care about showing other people their abilities. This is

one way in which learning goals and performance goals differ because in learning goal

they are more focused on personal achievement. They evaluate their outcome based on

the performance compared to others and not their actual learning. (Woolfolk, 2016).

Elliot demonstrates having performance goals because he cares about how he looks to

others.

b. Bills goal to sell candy will be based on how much he sold last year. He will be more

focused on personal achievement and not compare his achievement to his other
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classmates. However, Elliots goal will be based on beating the previous years record.

He will aim to sell more candy than anyone else because he wants other people to

recognize his achievement.

c. Students that use performance goals want to avoid being the worst, receiving the lowest

grade, or being the slowest. It is recommended that teachers avoid trying to motivate by

always using competitions (Woolfolk, 2016). Then students are not comparing

themselves to their peers. Mastery and performance goals should both be used by

students.

4.

a. Ms. Rogers uses a criterion-referenced grading system because they criteria is pre-

determined and the students can reach any of the levels as long as they meet the criteria

(Woolfolk, 2016). The criteria was laid out in advance and the students were able to

reach the grade they wanted. Advantages are that the criteria is already laid out so that

student and parents can be aware of the requirements. Grading students on a criterion

scale also gives every student equal opportunity to succeed (Woolfolk, 2016). One

disadvantage of the criterion-referenced scale is that it doesnt allow for comparison

between students and for them to know where they rank in the class.

b. No this grading system in not norm-referenced because it is not graded on a curve. The

grade in a norm-referenced grading systems depends on the success of others (Woolfolk,

2016). The grade each student receives in Ms. Rogers class is based on their own

achievement, whereas for norm-referenced the amount of As, Bs, and Cs are pre-

determined.
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c. I believe that this grading system is appropriate for Ms. Rogers to use. Her grading scale

was pre-determined and the students were aware of the criteria that had to be met in order

to succeed. All of the students were provided with an equal opportunity to succeed

instead of being evaluated on a curve.

5. Motivation is defined as an internal state that arouses, directs, and maintains behavior

(Woolfolk, 2016). Motivation can be intrinsic or extrinsic meaning the motivation sparks from

personal interests or personal gain. There are many different approaches to motivation:

behavioral, humanistic, cognitive, and sociocultural. In the behavioral approach motivation

begins with the basis of rewards and incentives. The humanistic approach emphasizes intrinsic

motivation (Woolfolk, 2016). In the cognitive approach beliefs, expectations, and feelings for

success and failure influence motivation. The motivation in the sociocultural approach stems

from engaged participation in learning communities and group participations. The behavioral

approach is the only extrinsic source of motivation. The humanistic, cognitive, and sociocultural

approaches all have sources of intrinsic motivation (Woolfolk, 2016).

Children have different needs, including need for competence. Self-efficacy has a direct

correlation with academic performance. Students that have high self-efficacy demonstrate higher

academic performance. Self-efficacy can be increased by setting goals and monitoring progress

of the student. Students can set different types of goals including learning, or mastery goals, and

performance goals. Students that set learning goals are motivated by personal achievement

whereas students that set performance goals are interested in comparing their achievements to

the achievements of their classmates. It is important for there to be a balance between learning

and performance goals for the most student success.

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References

Woolfolk, A. (2016). Educational Psychology, Pearson Education, Inc.