1. Explain mastery and performance goal orientations. Identify which goal orientation Mrs. Reynolds is encouraging students to adopt in the case study. Make sure to support your answer with evidence from the case study.
2. Discuss Bandura’s four sources of self-efficacy beliefs. Identify which kinds of academic behaviors are associated with high self-efficacy beliefs, and who in the case study displayed high self-efficacy. Identify which kinds of academic behaviors are associated with low self-efficacy beliefs and who in this case study displayed low self-efficacy. Lastly, explain how self-efficacy beliefs can be used as a predictive tool for a learner’s academic outcomes.
3. In the case study, Mrs. Reynolds is surprised that there has been no improvement in Anne’s score or willingness to engage in the task one month after their chat. Based on what you know about self-efficacy beliefs, explain whether Mrs. Reynolds should have been surprised by the outcome and why. Discuss practical teacher implications of how a teacher might help Anne increase her self-efficacy beliefs and get out of a learned helplessness state.
