EDUC8731: Study Guide/Workbook on Learning Theories and Processes

This assignment is a comprehensive study guide and workbook for the EDUC8731 course, focusing on motivation, cognition, and metacognition in learning. It covers various topics, including an introduction to cognitive psychology, self-beliefs, beliefs about intelligence, short-term and working memory, and long-term memory. The guide includes quizzes, text readings, and activities that prompt students to analyze their own learning processes, such as self-efficacy, goal setting, and memory strategies. Students are asked to define key terms, create diagrams, and reflect on their experiences to apply cognitive theories. The assignment also explores memory models, knowledge representation, and the application of these concepts in educational settings. The guide encourages students to develop their professional language in cognitive psychology and assess their understanding of the material through self-assessment quizzes.

MOTIVATION, COGNITION AND
METACOGNITION IN LEARNING
STUDY GUIDE/WORKBOOK

CONTENTS
QUIZ 1............................................................................................................................13
QUIZ 2 ...........................................................................................................................22
QUIZ 3 ...........................................................................................................................29
QUIZ 4 ...........................................................................................................................36

TOPIC 1: INTRODUCTION TO COGNITIVE PSYCHOLOGY
 Text Reading: Bruning et al. (2010) Chapter 1: Introduction
Read Chapter 1 of your text Bruning et al. (2010). Consider the overview of cognitive psychology and
whether you agree with the themes listed in this chapter
1. Write a paragraph about one part of your learning that might be affected by your participation in
EDUC8731.
2. What questions about your learning or your students’ learning would you like to see answered?

TOPIC 2: SELF-BELIEFS
 Text Reading: Bruning et al. (2010); Chapter 6: Beliefs about self
1. Draw a diagram showing your own interpretation of Bandura’s model of Reciprocal determinisim.
2. Explain your model in words.

3. What is an example of an instance where you have vicariously learned to do something?
a. Describe the learning process that you went through in this instance.
4. What do you have high self-efficacy for?
a. What evidence do you have for this assessment of your self-efficacy?

5. What do you have low self-efficacy for?
a. What evidence do you have for this assessment of your self-efficacy?
6. Describe how a modeling process has been involved in either a teaching or learning activity that
you have undertaken.
a. In what ways did this help you or someone else to learn?

7. What are the main principles of self-regulated learning theory?
8. What are the main principles of an attributional theory of motivation?
9. In what ways can a topic such as EDUC8731 support student autonomy?

TOPIC 3: BELIEFS ABOUT INTELLIGENCE
 Text Reading: Bruning et al. (2010); Chapter 7: Beliefs about Intelligence and
Knowledge
1. Do you think that you hold an ‘incremental’ or an ‘entity’ theory of your own intelligence?
a. What evidence do you have to support the above response about your theory of intelligence?
2. Which do you think are more important for successful learning—performance goals or mastery
goals? What evidence do you have for your view?

3. What is an example of an academic goal that you have set for yourself?
a. Would you classify it as a performance goal or a mastery goal?
b. What self-efficacy do you have for achieving this goal?
c. Have you succeeded or failed at a similar goal in the past?
i. To what did you attribute your success or failure on this past occasion?
ii. How would you classify your attribution in section (i) according to attributional theory?

4. On pages 140-141 in Bruning et al. is a list of guidelines for fostering adaptive goals. Translate
each of these guidelines into a specific strategy that you can use to guide your own learning in this
topic.
5. What is one strategy that you have used so far when reading the Bruning et al. text?
a. Would you describe your strategy as a dualist or a relativist strategy for constructing knowledge?
6. Do you think you are a quick learner? What evidence do you have for this self-assessment? How
important is this quickness for your achievement?
7. Do you think you are a persistent learner? What evidence do you have for this self-assessment?

a. What are the advantages and disadvantages of being quick and/or persistent?
8. Do you think you are a discovery, didactic, or conceptual change teacher? What evidence do you
have to support your answer?
9. What evidence do you have from observing one of your students (or your associates) about their
attributions for success or failure?