Students who have a strong sense of self-efficacy will likely
a. abandon tasks when progress becomes difficult because they tend to be perfectionists.
b. avoid novel tasks because they are not able to conceptualize the probability of success over failure.
c. ask a teacher for help as soon as a task becomes difficult because they are very realistic about their abilities and limitations.
d. have high expectations of success and, therefore, persist on a given task even when it becomes difficult.
D
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Multicultural programs attempt to
a. help students master reading, writing, and computation skills in a context that makes mainstream American culture more appealing to culturally diverse students. b. help students analyze which harmful social stereotypes are not supported by scientific fact and which are. c. reduce ethnocentrism by allowing students the opportunity to understand how different cultural groups perceive and have influenced historical events. d. reduce ethnocentrism by teaching students which cultures have the right interpretation of various historical and cultural events and which do not.
What led to the development of DAP guidelines?
What will be an ideal response?
Transition plans for young children with delays and/or disabilities
a. are developed by parents. b. are the responsibility of the child's social worker. c. are developed by a child's service providers. d. are developed and implemented by a team.
Which of the following statements best describes the potential for changing a school's culture?
a. The school culture can change given time and the desire to change. b. Changing to a positive school culture is easy and most often happens quickly. c. Once a culture is established, it is impossible to change it. d. It is easier for a school's culture to change from negative to positive rather than from positive to negative.