Indeed, examining the self-portraits of students engaged in high-stakes testing show them to experience their environment in a way that makes them "anxious, angry, bored, pessimistic, and withdrawn" from the processes of learning and testing. Although almost nothing was positive in these assessments, older students were more pessimistic than younger students about the testing process as a tool for learning.
The main interpretation from this could be that cognitive development is smothered by high-stakes testing, resulting in the negative emotions associated with the experience, as mentioned above. Younger students are less aware of the infringement of their cognitive development, while older students are more likely to require cognitively stimulating activities to thrive in the classroom situation.
Question 2
Attribution Theory (Weiner, 1992) has several implications for academic motivation. Behavior modification is incorporated in terms of pleasant outcomes. Behind this focus is the ideal that learners are motivated by pleasant outcomes and being able to feel good about themselves. The theory is an incorporation of cognitive theory and self-efficacy theory, as a learner's self-perception is incorporated in his or her interpretations of success or failure. This in turn influences the motivation to perform similar actions in the future.
Attribution theory is also dependent upon explanations that people provide for success, failure, or behavioral issues. There are three sets of characteristics by means of which success or failure can be explained, according to the theory:
1. The cause of success or failure can be either internal or external. In other words, our success or failure is dependent either on what we believe internally or by factors in our external environment, such as the support or lack thereof provided by the teacher.
2. The second cause of success or failure can be said to be stable or unstable. A stable cause remains the same for future efforts. The same action can then be performed again to obtain success again. An unstable cause is unlikely to repeat for future efforts, with a different outcome likely to emerge from the same effort.
3. The cause of success or failure could be controllable or uncontrollable....
Educational Psychology: An Overview The topic of educational psychology, or psychology as it is practiced within a school system, has become increasingly important in recent years as the number of special education demands on school systems and especially public school systems has increased. While educational psychologists tend to work in universities and other research settings rather than in the school system per se, they are continually affected by what is happening
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Additionally, Frank may be deliberately acting out and acting lazy as a result of his resentment that he was not given the opportunities that his two high achieving siblings were given by living in a stimulating urban environment, as long as they did. Though Frank does not specifically intone resentment he is clear that he does not like the place they now live and that the people around him
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The results showed that 37% of those responding have had "some type of frequent involvement in bullying"; the data showed that 17.5% of those thirty-seven percent of the student population were victims, 11.7% were bullies, and 8.4% were both bullies and victims (bully/victim). Interestingly, and going back to the Handbook of Educational Psychology's view of bullying as acting out ethnocentrism, "minority youth were significantly more likely to be categorized as
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