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Praxis School Psychologist 5403 - Blogs Sample Questions

A student who has a history of low performance believes that he is "not lucky in school" and refuses to attempt even "fun" activities in class for fear of failure. Which of the following beliefs does this student demonstrate?

Correct Answer:
an attribution.
*p the correct answer to the question about the student who believes he is "not lucky in school" and is hesitant to participate in class activities due to fear of failure is "an attribution." this student's behavior is a clear demonstration of attribution theory, which involves how individuals interpret events and how this relates to their thinking and behavior. attribution theory suggests that when individuals observe their own behavior or the behavior of others, they attempt to determine whether actions are internally or externally caused. *p in this scenario, the student attributes his academic struggles and reluctance to participate to his perceived lack of luck, an external factor beyond his control. this belief that his failures are due to bad luck rather than a lack of effort or skill is an example of an external attribution. such attributions can significantly impact a student's motivation and engagement in learning activities because they feel that outcomes are predetermined by luck rather than their actions. *p other answer choices, such as "extrinsic motivator," "classical conditioning," "cognitive dissonance," and "a self-efficacy," do not as accurately describe the situation outlined in the question. while extrinsic motivators (like rewards or punishments) and intrinsic motivators (like personal satisfaction or interest) can influence behavior, the question specifically targets the student's belief system about luck, which aligns more closely with attribution theory. classical conditioning and cognitive dissonance involve learning and mental conflict processes, respectively, which are less relevant to the student's belief about luck. self-efficacy refers to one's belief in their ability to succeed in specific situations, which differs from attributing outcomes to luck. *p therefore, understanding attribution helps in recognizing how beliefs about the causes of success or failure influence behavior and academic engagement. by identifying this as an attribution issue, educators and psychologists can better address such beliefs, encouraging more adaptive attributions that empower students to believe in their ability to influence outcomes through their efforts and strategies.

How can a middle school history teacher help her students to use higher level cognitive skills during a review at the end of a unit?

Correct Answer:
have students debate about why an event occurred.
certainly, enhancing the cognitive skills of middle school students during a history unit review is crucial for deepening their understanding and retention of the material. let’s expand on how a middle school history teacher can foster higher-level cognitive skills through various methods, particularly focusing on the strategy of having students debate about why an event occurred.

firstly, debating about why an event occurred shifts the focus from merely recalling facts to analyzing and evaluating the causes and implications of historical events. this requires students to engage in higher-order thinking skills such as synthesis, evaluation, and application, which are critical components of bloom's taxonomy. during a debate, students must not only recall information but also construct arguments, consider different perspectives, and defend their viewpoints using evidence from their studies.

this method contrasts with more traditional review activities such as memorizing dates or defining vocabulary terms, which primarily involve lower-level cognitive processes like remembering and understanding. while these activities are important for building a foundational knowledge base, they do not challenge students to process information in complex ways or to engage deeply with the content.

during a debate, the teacher can facilitate by posing open-ended questions that encourage students to think critically about the motives, contexts, and consequences of historical events. for instance, instead of asking "when did world war ii begin?" a more stimulating question would be "why did certain countries choose to enter world war ii at specific times?" such questions require students to analyze causality, examine the interplay of different factors, and articulate reasoned arguments—skills that are invaluable not only in history but in all areas of learning.

additionally, debates help in developing important social and emotional skills such as listening, speaking, and empathizing with different viewpoints. these skills are essential for students as they grow into informed and engaged citizens. debates also make history more relevant to students by connecting past events with present-day issues, thereby increasing engagement and motivation to learn.

finally, the teacher can use the outcomes of these debates to assess students' understanding and skills in a formative manner. this assessment can inform future instructional strategies and help in planning subsequent units, ensuring that teaching remains responsive to students' learning needs. by analyzing the debates, the teacher can identify areas where students may struggle with conceptual understanding or critical thinking and tailor future lessons to address these gaps.

in summary, having students debate about why an event occurred is a powerful strategy for a history review session at the end of a unit. it not only encourages higher-level thinking but also helps students develop a range of cognitive, social, and emotional skills, making learning both effective and engaging.

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