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Academic Self-Regulation
TEST ITEMS Part I. Multiple-Choice Questions (10 items) 1 Successful learners: a) Have more effective learning strategies b) Can motivate themselves c) Can adjust their behavior to increase learning d) All of the above 2 Academic self-regulation is all of the following except: a) The use of appropriate strategies to manage motivation, behavior, and learning b) The ability to learn at a faster rate than others c) The control of the factors influencing a student’s learning d) The removal of obstacles that interfere with their learning 3 A major difference in the transition from high school to college classrooms is: a) The change from a parent-directed to a teacher-directed environment b) The change from a student-directed to a teacher-directed environment c) The change from a teacher-directed to a student-directed environment d) Newer desks and more technology 4 College instructors: a) Expect students to be self-motivated b) Often assist students in completing difficult tasks c) Guide student learning by telling them what, when and how to learn d) Monitor their students’ progress with assignments 5 Some students are less successful for all of the following reasons except: a) They believe they are less capable than others b) They do not study as long as more successful students c) They do not realize that how they study is more important than how much they study d) They are resistant to changing their learning and study behavior 6 Sean is a motivated student. He sets goals and plans time to participate in study groups and office hours. Since he tries to maximize his time, he has formed a study group that meets in his dorm room. This is an issue with: a) Use of time b) Regulation of physical environment c) Regulation of social environment d) Monitoring performance e) Methods of learning Copyright material from Helena Seli (2024), Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning, Routledge
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Academic Self-Regulation
7 Zara is having a hard time learning the material in one of her courses this semester. She’s been studying in the library when she can find the time. On a day when she was unable to find a place to sit in the library, it was suggested to her to reserve a study room ahead of time. She said she would try, but that she is usually too busy to schedule study sessions ahead of time. This is an issue with: a) Use of time b) Regulation of physical environment c) Regulation of social environment d) Monitoring performance e) Methods of learning 8 Whenever Tessa gets a poor grade on an exam or assignment, she just throws it away without reviewing the feedback or asking any questions. This is an issue with: a) Use of time b) Regulation of physical environment c) Regulation of social environment d) Monitoring performance e) Methods of learning 9 JP is struggling in class, but does not want to ask any questions for fear of appearing incompetent. This is an issue with: a) Use of time b) Regulation of physical environment c) Regulation of social environment d) Monitoring performance e) Methods of learning 10 Jae was surprised by his poor grade on the recent history exam. He was convinced he was well prepared for the test since he read the chapter three times. This is an issue with: a) Use of time b) Regulation of physical environment c) Regulation of social environment d) Monitoring performance e) Methods of learning Part II. True/False Questions (5 items) 1 Motivation includes one’s beliefs, goals, perceptions, and expectations. a) True b) False 2 One of the best strategies for increasing learning is to study for longer periods of time. a) True b) False
Copyright material from Helena Seli (2024), Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning, Routledge
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Academic Self-Regulation
3 It is not possible to regulate all 6 components of self-regulation, so learners should focus on their strengths. a) True b) False 4 Students who set specific learning goals are more motivated to learn. a) True b) False 5 Riley is a freshman at a four-year university. She often jokes that the admissions office let her in by mistake since everyone else is smarter than she is. Riley does not participate in class since her answers would not be as effective as her classmates, and she often asks to copy notes from friends. Riley’s learning and motivation are likely to be affected, because she does not have a strong belief in her ability to learn. a) True b) False Part III. Matching Questions (1 set of 6 items) Directions: Match each component of self-regulation with the appropriate example. C. E.
1. Motivation 2. Methods of learning
B. A.
3. Use of time 4. Physical environment
F.
5. Social environment
D.
6. Monitoring performance
A. S tudying in a library instead of your dorm B. P lanning when to work on tasks that are not immediately due C. Setting specific goals D. Reviewing your exam to assess your strengths and challenges with the tested material E. G enerating questions from your notes or textbook and answering them F. Forming a study group with classmates
Part IV. Short-Answer Questions (10 items) 1 What is academic self-regulation? 2 What are the six components of self-regulation? Explain why each is needed to be a self-regulated learner. 3 Explain how motivation relates to academic self-regulation. 4 Explain how the use of learning strategies relates to academic self-regulation. 5 Explain how the use of time relates to academic self-regulation. 6 Explain how the physical environment relates to academic self-regulation. 7 Explain how the social environment relates to academic self-regulation. 8 Explain how monitoring performance relates to academic self-regulation.
Copyright material from Helena Seli (2024), Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning, Routledge
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Academic Self-Regulation
9 To what extent are you a self-regulated learner? Identify the criteria you will use to answer the question and provide specific evidence to support your claim. 10 List and describe four of the six components of academic self-regulation. Next, evaluate yourself and state the extent to which you are a self-regulated learner in terms of each of the four components. Be sure to include specific criteria to evaluate your behavior.
Copyright material from Helena Seli (2024), Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning, Routledge
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Understanding Motivation
TEST ITEMS Part I. Multiple-Choice Questions 1 All of the following are indicators of motivated behavior except: a) Choice of behavior b) Declaration of intent to achieve goals c) Level of activity and involvement d) Persistence and management of effort 2 The most detrimental motivational profile to have in college is that of a(n): a) Overstriver b) Failure avoider c) Failure acceptor d) All of the above 3 All of the following are sociocultural factors that influence motivation except: a) Parental expectations b) Socioeconomic levels c) Self-efficacy d) Level of parental education 4 Stereotype threat is: a) The anger a person feels when someone uses a stereotype against them b) The belief that a person cannot succeed because of a largely known stereotype c) The fear of doing something that would inadvertently confirm a stereotype d) The fear of threatening someone else with a stereotype and causing them to fail 5 Stereotype threat tends to lower performance owing to the burden it places on the: a) Short-term sensory store b) Working memory c) Long-term memory d) None of the above 6 Which of the following has been shown to reduce stereotype threat? a) A growth mindset b) Vicarious experiences c) Both a and b d) None of the above
Copyright material from Helena Seli (2024), Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning, Routledge
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