"It is important for students to feel capable of succeeding at certain behaviors." This statement is most consistent with which one of the following theoretical perspectives of motivation?
A) Social cognitive theory
B) Interest theories
C) Behaviorism
D) Goal theory
A
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Memory, association and classification of information, and reasoning and making judgments are assessed by means of
a. achievement tests. b. adaptive behavior scales. c. intelligence tests. d. criterion referenced tests.
Creativity with older children involves:
a. the generation of ideas and products. b. the creation of ideas and products. c. the creation of original products and original solutions d. the creation of original ideas and products
With regards to the evaluation of mathematics teaching, which statement is the most accurate?
a. Most school districts have adopted the NCTM Standards as their teacher evaluation criteria. b. Some school districts rely on one or two classroom observations as the basis of teacher evaluation. c. Most school districts do not use lesson planning as a criteria for evaluating a teacher. d. Some school districts use classroom management as their only criteria for evaluating teaching performances. e. School districts generally use a different tool and set of criteria for evaluating secondary teachers than they use for elementary teachers.
The progression of focus of the levels of intervention of a multi-tiered prevention system is:
a. Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior; Developing intensive interventions, often individualized, for students at greater risk; Developing interventions for students at greater risk for behavior problems b. Developing interventions for students at greater risk for behavior problems; Developing intensive interventions, often individualized, for students at greater risk; Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior c. Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior; Developing interventions for students at greater risk for behavior problems; Developing intensive interventions, often individualized, for students at greater risk d. Developing administrative reprimands to problem behaviors; Developing and explicitly defining rules for student behavior, acknowledging appropriate behavior, and responding consistently to inappropriate behavior; Developing interventions for students at greater risk for behavior problems