3.1.3.3.2 Role of praise and self-efficacy beliefs in learning Quiz: AQA Psychology, Unit 3

The 20 questions

1. What is self-efficacy?

   • A person's wish to win praise from others by working hard on every task they are given
   • A person's memory of previous successes in every subject they have studied so far
   • A person's belief in their own ability to succeed at a particular task
   • A person's general level of happiness in school and how they feel about their friends

2. Which factor is most likely to raise a learner's self-efficacy?

   • Being given praise that is unrelated to the task
   • Being told that the task is impossible
   • Watching others fail without trying
   • Successfully completing similar tasks in the past

3. Which statement about praise is most consistent with research on learning?

   • Praise should be given only after a learner has finished school and left formal education altogether
   • Praise has no effect on learning in any situation, whatever it focuses on or when it is given
   • Praise for effort and strategy tends to support learning better than praise for intelligence alone
   • Praise for intelligence always improves learning more than effort does in every task

4. A student feels confident they can solve a new type of maths problem after seeing a classmate solve one. Which source of self-efficacy is this?

   • Verbal persuasion from a parent who says they are clever at maths
   • Vicarious experience from watching a similar person succeed
   • Emotional state from feeling calm about the lesson and the work
   • Mastery experience from solving the problem themselves in class

5. A teacher tells a pupil, 'I know you can do this, because you have solved similar problems well before.' Which source of self-efficacy is mainly being used?

   • Chance success on a single trial
   • Verbal persuasion supported by past success
   • Vicarious experience from watching others
   • Physiological state from feeling relaxed

6. Which of these is a source of self-efficacy identified in Bandura's work?

   • The number of books a student owns at home and keeps on a shelf in their bedroom
   • Emotional and physical state, such as feeling calm or anxious
   • Ability to recall any fact at short notice during a timed test in front of the class
   • Stage of cognitive development that a child reaches at a particular age in school

7. Which learner is most likely to persist with a difficult task?

   • A learner with low self-efficacy who expects to fail whatever effort they put in
   • A learner with high self-efficacy who expects to succeed with effort
   • A learner who avoids any task that looks difficult and waits for someone else to help
   • A learner who believes success is due only to luck and never to their own work

8. Which kind of praise is most likely to build self-efficacy for a learning task?

   • 'You are a genius at everything you do and will always find things easy in school.'
   • 'Well done, that was a lucky guess and you probably will not get it right again.'
   • 'That was easy for someone as clever as you, so you should have done it quickly.'
   • 'You broke the problem into steps and got the right answer.'

9. Which statement best explains why self-efficacy matters in learning?

   • It determines a learner's date of birth and the year group they are placed into at school
   • It removes the need for any feedback from teachers because learners can judge their own work
   • It influences the effort and persistence a learner is willing to invest
   • It fixes the learner's maximum possible score on every test they will ever take in school

10. A learner who has repeatedly failed a task may have lower self-efficacy. Which change would most help rebuild it?

    • Setting achievable tasks and providing success experiences
    • Removing all feedback so the learner is not reminded of failure
    • Setting the hardest tasks possible at once
    • Comparing the learner with the highest performer in the class

11. Which description best matches verbal persuasion as a source of self-efficacy?

    • Watching someone else succeed at the same task in class
    • Encouragement from others that a person can succeed
    • Feeling a strong physical reaction to a task before starting
    • Having success on a task that was easy for the learner to do

12. Why might praise that focuses on talent reduce a learner's willingness to take on challenges?

    • It removes the risk of failure from all tasks they are asked to do
    • It shows them that their success is not linked to their ability or effort
    • It makes them feel more confident in every challenge they face in school
    • It may make them worry about losing their image of ability if they struggle

13. Which of the following best shows low self-efficacy?

    • A learner tries a new method after an early error and checks whether it works better
    • A learner sets a goal for the new topic and starts planning how they will reach it
    • A learner says they will never manage a new topic, so they do not start it
    • A learner asks a teacher for a second explanation of the new topic before they begin

14. Which factor best describes the role of mastery experiences in self-efficacy?

    • Mastery experiences only matter in adulthood and have little effect on school learning
    • Watching others succeed is more powerful than personal success in building belief in ability
    • Repeated success on similar tasks builds a belief that the learner can succeed
    • One lucky success has the strongest effect on self-efficacy and lasts for years afterwards

15. A learner feels nervous before a test and believes they will do badly. What effect is this most likely to have on their self-efficacy?

    • It will make them stop caring about the result
    • It will have no effect on their belief in their ability
    • It will raise their belief in their ability to perform well
    • It may lower their belief in their ability to perform well

16. Which teacher action would most help a learner develop self-efficacy in writing?

    • Telling the learner that writing is a gift they do not have and cannot develop further
    • Giving the same feedback regardless of the quality of the learner's work each time
    • Avoiding feedback entirely so the learner does not feel criticised in front of the class
    • Giving feedback on a specific improvement and then asking the learner to try it

17. What does a strong sense of self-efficacy usually lead a learner to do?

    • Stop practising once they reach a basic standard in the subject
    • Give up after the first mistake they make in a lesson
    • Take on challenges and keep trying when they meet difficulty
    • Avoid challenges because success is not guaranteed in any task

18. Which of these is most likely to lower a learner's self-efficacy in a subject?

    • Encouragement that is matched to real progress
    • Repeated experiences of failure with no support or feedback
    • Repeated experiences of success on increasingly hard tasks
    • Clear feedback that shows the next step to take

19. Which statement about self-efficacy is most accurate?

    • It is only relevant to learners in primary school and not beyond
    • It is the same as a learner's overall intelligence score on tests
    • It is a belief about a specific task or area, not a general sense of worth
    • It is a fixed general trait that never changes with experience over time

20. A pupil who believes they can solve a set of equations because they solved similar ones last week shows what kind of belief?

    • Growth mindset about all maths
    • Reversibility of their maths thinking
    • Self-efficacy for that specific task
    • Egocentric belief about their classmates

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