Understanding Mindsets: Autonomy, Self-Efficacy, and Moral Development in Education, Exams of Nursing

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What is a fixed mindset? 1.a - Correct answer belief that intelligence is a fixed trait, concerned with how smart they are, desire to learn is not a priority What is a growth mindset? 1.a - Correct answer intellectual ability is something they can develop through effort and education, takes on challenges and sticks to them, correct and learn from mistakes What are four types of extrinsic motivation? 2.a - Correct answer externally regulated, introjected regulation, identification regulation, integrated regulation what is extrinsic motivation?

2. A - Correct answer refers to the performance of an activity in order to attain some outcome separate from the activity itself (do something of the reward, prize, and money) what is intrinsic motivation
3. A - Correct answer inherent tendency to seek out novelty and challenges to extend and exercise one's capacities to explore and learn Major concepts from self-determination theory. How might you approach a student's disruptive behavior using the theory of self-determination (i.e. how would you use STD to address behavior and increase motivation)?
4. B - Correct answer check to see if all three psychological needs of the child are being met basic psychological needs

Competence- Feeling capable or skilled to complete task; provide feedback that promotes feelings of competence Relatedness- Sense of belonging and security; create a secure relational base for the child autonomy- Having a sense of control and personal choice; actions are not solely dictated by others; allow opportunities for self-direction B. If I found that a student's need for relatedness was not being met I would try to include them more in class. Their behavior issues may have been related to not feeling like they belong What are the three types of autonomy?

2. C - Correct answer Cognitive - student ownership of learning Procedural - student ownership of form Organizational - student ownership of environment What is organizational autonomy?
3. C - Correct answer decision-making role in terms of classroom management issues -Organization: ex: choosing assigned seats, picking due dates What is procedural autonomy?
4. C - Correct answer offering students choices about the use of different media to present ideas (using different modes for projects) -Procedural: ex: students can choose how they want media to be presented (pot, lecture, etc.) What is cognitive autonomy?
5. C - Correct answer affording opportunities for students to evaluate work from a self referent standard (being critical of own work)

-Cognitive: ex: have students justify their own answers or find their own solutions Which type of autonomy is most likely to result in better learning outcomes for each student?

2. D - Correct answer cognitive autonomy because it encourages students to take responsibility for their learning, "catch and hold" What is "catch and hold"
3. D - Correct answer Organizational/procedural catch the attention of students for the hold (cognitive) that engages students meaningfully in academic tasks

• Hold activities represent instruction that engages students meaningfully in academic tasks.
• The catch activities lead to a superficial level of motivation and the hold activities empower the students to achieve learning goals.
• Organizational and procedural autonomy support, focusing, for instance, on choice of procedures and activities, representing a catch
• Cognitive autonomy support, focusing on empowering students to develop self-reliance in thinking, represents a hold. Explain how teachers can promote autonomy in the classroom

2. E - Correct answer Cognitive - asking students to justify or argue for their point Procedural - offering students choice of media to present ideas Organizational - participate in creating and implementing classroom rules What are the four sources of self efficacy?

3. A (not as important) - Correct answer enactive mastery vicarious experience, verbal persuasion, physiological state Identify the source of perceived self-efficacy that is suggested to be the most powerful way to increase students' confidence in their ability in a specific area and an example.
4. B - Correct answer enactive mastery

• because it provides the most authentic evidence of whether one can muster whatever it takes to succeed example: "You were able to..." (It is an accomplishment) What are strategies according to Michel that students can use to increase or develop self-control?

4. B - Correct answer Distraction: teaching students to focus on other things so they aren't constantly focusing on what they want (think of marshmallow task and looking at the wall) Abstraction: pretending the desirable object or activity is something else (pretending the marshmallow is a rock) Explain why students need domain knowledge (background knowledge) about the topics of their reading, to increase their reading comprehension in later elementary school.
5. A - Correct answer Reading achievement will advance when a broad but definable range of diverse knowledge is taught. Students are more

likely to understand and relate to new material if they know some background information about the subject area. students need to know 90-95% of the words in a passage in order to comprehend students build on domain knowledge. If this isn't sufficient they have nothing to build on in later elementary Explain the Matthew Effect and its implications for your teaching

5. B - Correct answer Good readers keep reading, poor readers do not. These results in difference in vocabulary and middle class people have more access to books and texts. The idea that a student with less knowledge in a subject will continue to be behind when compared to a student that comes in with a grade level knowledge. What you can do in response: provide powerful instruction in vocabulary in order to close the gap According to Sewell, what is the one factor that is most likely to determine whether students learn new information that teachers present to them? Why does Sewell think that one factor is so influential?
6. B - Correct answer how the students deal with the new information presented to them. Do the student change their preexisting knowledge to fit new information, do they ignore new information, do they try to make it fit with their preexisting knowledge, or delete the new information. What does Sewell suggest that teachers can do to help students overcome their misconceptions?
7. C - Correct answer Sewell suggests that we ask about students preexisting knowledge. If the student is not available, another strategy teachers can use is looking through textbooks and seeing how information is presented to students via the text and diagrams that may lead students to hold these misconceptions.

Identify themes from the Tatum chapter article and the parallels with Piaget's stages.

7. C - Correct answer i. Schema - overgeneralization and concern for physical characteristics
   • May relate to prejudice ii. Misconception - dark skin is not dirt iii. Schema: Piaget believed that our schema was key to the learning process. Our schema is defined as a set of linked mental representations of the world which are used to understand and respond to situations. When the young child used his schema, he was concerned about physical characteristics and made the over-generalization that parents and their kids look alike or "match". Misconceptions was another parallel between Tatum's article and Piaget's stages. When the preschooler in Tatum's article confuses dark skin with dirt, he aligns with what Piaget believes happens in the preoperational stage. According to Vygotsky, why is language so important in human development? What role does social interaction play in Vygotsky's theory of development?
8. A - Correct answer 1. main way that the MKO transmits information and is the basis for our development of thinking ("a cultural tool of communication") •Language is the most important psychological tool... Comprehending and producing language are processes that transform, not merely influence, the process of thinking
9. human development results from a dynamic interaction between society and individuals Language is so important as it is the basis of development and teaching academic language that is unknown can lead students into the Zone of Proximal Development. In Vygotsky's theory, social interaction is seen through an MKO scaffolding a learner in the ZPD. What are the two elements of play that Vygotsky believed are so critical in fostering children's development?

8. G - Correct answer imaginary situation and rules implicit in the imaginary situation Imaginary situation Implicit (unspoken) rules
   • " What passes unnoticed by the child in real life becomes a rule of behavior in play" -Vygotsky Imaginary play

• Pretend play is making more explicit the normally implicit rule embedded in certain roles (e.g. mother, father, and teacher) List the potential benefits of the storytelling/story acting practice developed by Paley and described by Nicolopoulou. Add More

8. G - Correct answer this approach can lead to...
   1. Intellectual Development
9. Social-Emotional Development
10. Literacy Development What is the major goal of Vygotskys theory?
11. H - Correct answer Internalization What are the differences of Vygotsky and Piaget? 9 Quiz - Correct answer Piaget:

• Development proceeds learning
• Development occurs in stages
• Piaget emphasized action on objects and ideas (physical and logico- mathematical experience)
• Goal of development: intellectual and moral autonomy
• Social interaction required debate among peers Vygotsky:

• Learning precedes development
• Goal of development: internalization
• emphasizes teaching academic language that they don't quite understand as a way to lead them through their zone of proximal development
• social interaction required a more advanced instructor leading the learner What are the similarities of Vygotsky and Piaget? 9 Quiz - Correct answer - Constructivists
• See students as active learners
• Emphasized social interaction How does Narvaez's conception of moral development differ from Kohlberg's theory?

15. B - Correct answer Narvaez includes emotion, behavior, and personality characteristics Kohlberg does not account for emotions, focuses on cognitive development and parallels with Piaget's theory. What are the four categories of skills that Narvaez proposed are needed to foster children's moral development?
16. A - Correct answer Ethical Sensitivity - understand emotional expression Ethical Judgement - understand consequences Ethical Focus - respecting others Ethical Action - working hard According to Kohlberg, how does moral development occur?
17. B - Correct answer Moral development occurs in hierarchical stages and through maturation, social interaction, and equilibration.

On the basis of Kohlberg's theory, describe how you could foster children's moral development. Give examples of types of questions that are helpful in developing children's moral reasoning.

14. C - Correct answer Provide opportunities for students to discuss moral dilemmas in the classroom. Perception-checking questions determine whether or not other students understand a statement that an individual has made, "Mary, will you tell me in your own words what Shelia said?" Interstudent-participation questions ask one student to respond to the position of another student; "Max, what do you think about what Sean said?" Clarifying questions ask students to make the meaning of their own statements clear. "What do you mean by justice?" Issue-related questions focus attention on one or more moral issues: "Is it ever okay to break a law?" Role-switch questions ask a student to look at a situation from the point of view from another character in the dilemma: "Jill would want her to lie, you say. Would the store owner want her to lie?" Universal-consequences questions ask a student to imagine what would happen if everyone behaved a certain way: "What would our lives be like if everyone broke laws when it pleased them to do so?" Seeking-reason questions ask for the reasoning behind the statement of the position. "Why?" Give examples of types of questions that are helpful in developing children's moral reasoning.

14.c Answers similar to other 14.c - Correct answer Clarifying

• questions ask students to make the meaning of their own statements clear. "What do you mean by justice?" Perception-checking
• questions determine whether or not other students understand a statement that an individual has made, "Mary, will you tell me in your own words what Sheila said?" Role-switch
• questions ask a student to look at a situation from the point of view of another character in the dilemma: "Jill would want her to lie, you say. Would the store owner want her to lie?" what are the stages of Kohlberg's theory of moral development? 14.a (Moral development slides 12-13) - Correct answer Pre-conventional: obeying authority and meeting own needs (obedience orientation Conventional: expectations of others (rule conformity) Post-conventional or principled morality: abstract reasoning Describe Kohlberg’s pre-conventional stage. what are the levels within this stage? 14.a (Moral development slides 12-13) - Correct answer Pre-conventional: obeying authority and meeting own needs

1. Punishment-obedience: determine what is right and wrong based on external consequences
2. Instrumental-relativist (exchange of favors): based on reciprocity: you help me, I'll help you Describe Kohlberg’s conventional stage. what are the levels within this stage?

14.a (Moral development slides 12-13) - Correct answer Conventional: expectations of others (rule conformity)

3. Interpersonal Concordance: "Good boy, good girl" morality of maintaining good relations - conforms to please others
4. Law and order orientation: based on respect for the law and social order; conforms to avoid censure by legitimate authorities Describe Kohlberg’s Post-conventional stage. what are the levels within this stage? 14.a (Moral development slides 12-13) - Correct answer Post-conventional: abstract reasoning (principled morality)
5. Social-contract: based on personal values and opinions, desire to change the law
6. Universal-ethical: focus on universal human rights Identify two strategies teachers could use to foster the development of empathy in children and the positive effects it might have on children's development. Be mindful of how you might do this within the context of the students' development.
7. B - Correct answer modeling coping skills: "i need a few minutes to think" help "think forward": provide opportunities for generosity and encouragement, recognize children for caring and kindness positive effects involve positive social skills, peer conflict resolution, perspective taking pretend play with peers predicts greater empathy Define empathy

13. A - Correct answer to understand someone else's feelings, emotions and needs and ability to respond appropriately; the ability to understand and share the feelings of another. What are Selman's stages of perspective taking and what are the negotiation strategies that children are likely to use at each stage? double check
14. A - Correct answer 0- no level (egocentric) 1- Unilateral One-Way Level 2 - reciprocal reflective 3- mutual 3rd person 4 societal symbolic Selman's stages of perspective taking: List what negotiation strategies that children are likely to use at each stage double check
15. A - Correct answer No Level (0)

• Shared experience through unreflective (contagious) imitation
• Negotiation through unreflective physical strategies (impulsive fight or flight) Unilateral One-Way Level (1)
• Shared experiences through expressive enthusiasm without concern for reciprocity
• Negotiation through one-way commands/orders or through automatic obedience strategies Reciprocal Reflective Level (2)
• Shared experience through joint reflection on similar perceptions of experiences
• Negotiation through cooperative strategies in a persuasive or deferential orientation Mutual Third-Person Level (3)
• Shared experience through collaborative empathetic reflective processes

• Negotiation through collaborative strategies oriented toward integrating needs of self and others Level 4: Societal, symbolic Perspective Taking
• Ability to understand that 3rd-person perspective taking can be influenced by larger societal values
• Negotiation strategies: negotiation with the use of societal values What is the difference between negotiation and shared experience?

12. A - Correct answer negotiations

• interactions in which some tension exists between at least 2 people. shared experiences
• usually relaxed and friendly, serving to create connection and intimacy with others In their confluence theory of creativity, Sternberg and Lobar described six resources necessary for creativity. break up if needed

11. C - Correct answer Intelligence Knowledge Intellectual styles personality Motivation environmental context Sternberg's resources necessary for creativity: List those six resources and, after the name of each resource, in your own words, briefly explain how you would teach students in your classroom to use that resource to enhance their creativity. Identify the grade you imagine yourself teaching.

11. C - Correct answer second Grade: Intelligence - encourage students to think insightfully when they face problems; teach problem-solving strategies Knowledge - usable knowledge; make and form connections between knowledge and how it can be used Intellectual Styles - legislative, judicial, executive; allow students to do tasks that correspond to their intellectual style Personality - promote a tolerance for ambiguity in students Motivation - promote intrinsic motivation of students Environmental Context - provide an encouraging environment for students What is the definition of creativity? 11.b - Correct answer Creative thinking is the process of sensing difficulties, problems, gaps in information, missing elements, something askew; making guesses and hypotheses about the solution of these deficiencies; evaluating and testing these hypotheses; possibly revising and restating them; and finally communicating the results Describe the four developmental considerations Boxer et al., suggest are important for children to have when interpreting others' behavior accurately.
12. C - Correct answer Developmental changes in perspective taking

• it is hard for young children to take the perspective of others, so programs need to understand this and work to understand how they can promote perspective taking within developmental considerations. Advances in emotional understanding
• ability to recognize emotions in others typically begins quite early. Progression in selective attention
• with age, children increasingly pay attention to cues that are more relevant to the particular task at hand.

Increases in processing speed

• relevant for youths' emerging abilities to understand the behaviors and intentions of others; process relevant environmental cues more quickly as they get older. What are the three main concepts or skills schools should center their behavior programs on? Describe each of these concepts briefly. If you were to design an intervention how would incorporate these three concepts into your behavior prevention program? quiz

10. B - Correct answer interpreting the behaviors of others accurately •Learning to use non-aggressive problem-solving strategies •Believing that aggression is inappropriate and ineffective What is social-cognitive information processing model?
11. A - Correct answer a model of mediation. In this framework, a child's cognitions related to social situations and social behavior are through to account for the association over time between individual and environmental risk factors and actual aggressive behavior. Vygotsky and Piaget: Describe at least two implications for teaching for each theorist. 9 - Correct answer Piaget:

• Interaction requires debate among peers
• Emphasizes action on objects and ideas (physical and logico- mathematical) and that we don't use language adolescents don't understand
• Development precedes learning
• Goal of development is intellectual and moral autonomy Vygotsky

• A more advanced instructor leading the learner through the ZPD
• Emphasizes teaching academic language that children don't understand as a way to lead them in the ZPD.
• Learning precedes development iv. Goal of development is internalization