Test II-3

GRADUATE SCHOOL
Borongan City

FINAL EXAMINATION IN BIO-PSYCHOLOGICAL FOUNDATIONS

Name _JAYSON C. CAJATE_ Program _MAED-EM__ Date___________Rating_____

TEST I : MULTIPLE CHOICE : Select the best answer from the given choices by
encircling the letter of your choice then write the justification of your answer on the
space after the choices.

1. The innermost layer in an ecological system that has the most immediate and
earliest influence of the child. It consists of such contexts as family, playmates, day
care, school, and neighborhood. wherein the proximal processes occur.
a. Bio-system
b. Environment system
c. Meso-system
d. Micro-system.
Justification : Because Micro- system includes social or cultural ideologies and beliefs
that affect an individual's environment.

2. Addressing the applications of Self-Determination Theory (SDT) would lead to the

following significant outcomes EXCEPT:
a. The manifestation Intrinsic motivation toward learning and creativity.
b. Analysis of self-regulation
c. Acquisition of extrinsic motivation to enhance self-motivation.
d. Positive impact on person’s health and well-being.
Justification: Self-determination Theory (SDT) is a motivational theory of personality,
development, and social processes that examines how social contexts and individual
differences facilitate different types of motivation, especially autonomous motivation and
controlled motivation, and in turn predict learning, performance, experience, and
psychological health
3. It focuses on the connections between two or more different micro systems, such as
home, playmate settings, and school . What happens in a micro system, such as the
home in which a child lives can influence in the school or a play ground.
a. Exosystem c. Mesosystem
b. Macrosystem d. Microsystem
Justification : mesosystem  is the second immediate layer and contains
the  microsystem

4. . It is an approach to human motivation and personality that uses traditional

empirical methods while employing an organismic metatheory that highlights the
importance of human’s involved inner resources for personality development and
behavioral self-regulation.
a. Self-Efficacy Theory
b. Self-Regulation Theory
c. Self- Actualization Theory
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d. Self- Determination Theory

Justification : Self-Determination Theory (SDT) represents a broad framework for the
study of human motivation and personality. SDT articulates a meta-theory for framing
motivational studies, a formal theory that defines intrinsic and varied extrinsic sources
of motivation, and a description of the respective roles of intrinsic and types of extrinsic
motivation in cognitive and social development and in individual differences.

______5. Cultures having more liberal divorce laws are more likely to have more single
parent families which in turn affects income, hindering the opportunities that are
available to the child is an example of what ecological system?
a. Exosystem
b. Macrosystem
c. Mesosystem
d. Microsystem
Justification: macrosystem is the culture our children absorb. The ideas, customs and
social behaviours influence children's identity, values, and perceptions. Children who
live in a wealthy family will experience a different development than a child living in
poverty.
______6. The most autonomous form of extrinsic motivation is ___________.
a. Introjected Regulation
b. Integrated Regulation
c. Regulation through Identification
d. External Regulation
Justification: Integration occurs when identified regulations have been fully assimilated
to the self. This occurs through self-examination and bringing new regulations into
congruence with one's other values and needs .
7. . This ecological system does not directly encounter the child but it impacts his
development. The system contains micro and meso systems, and thereby impacts
the wellbeing of all those who come into contact with the child.
a. Exosystem
b. Macrosystem
c. Mesosystem
d. Microsystem
Justification : Exosystem refers the environments in which the child is not involved
directly to their experience, but nonetheless affects them anyway. An instance of
exosystems affecting the child's development could be if one of the parents had a
dispute with their boss at work.

8. . Self-determination theory discussed people's innate psychological needs that are

the basis for their self-motivation and personality integration, as well as for the
conditions that foster positive processes. What are these three psychological
needs?
a) autonomy, integrity, goal-orientation
b) competence, self-worth, self-efficacy
c) relatedness, engagement, self-regulation
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d) relatedness, competence, autonomy

Justification : SDT proposes that all human beings have three basic psychological
needs – the needs for competence, autonomy, and relatedness – the satisfaction of
which are essential nutrients for effective functioning and wellness. Satisfaction of these
basic needs promotes the optimal motivational traits and states of autonomous
motivation and intrinsic aspirations, which facilitate psychological health and effective
engagement with the world.

9. The inherent tendency to seek out novelty and challenges, to extend and exercise
one's capacities, to explore, and to learn.
a) extrinsic motivation
b) intrinsic motivation
c) self-efficacy
d) goal orientation
Justification Intrinsic motivation as “an incentive to engage in a specific activity that
derives from pleasure in the activity itself (e.g., a genuine interest in a subject studied)
rather than because of any external benefits that might be obtained (e.g., money,
course credits)

10. It reflects a conscious valuing of a behavioral goal or regulation, such that the action
is accepted or owned as personally important.
a. External Regulation
b. Integrated Regulation
c. Regulation through Identification
d. Introjected Regulation
Justification: Regulation through identification a more autonomously driven form of
extrinsic motivation. It involves consciously valuing a goal or regulation so that said
action is accepted as personally important
11. It involves taking in a regulation but not fully accepting it as one's own. It is a
relatively controlled form of regulation in which behaviors are performed to avoid
guilt or anxiety or to attain ego enhancements such as pride.
a. External Regulation
b. Integrated Regulation
c. Regulation through Identification
d. Introjected Regulation
Justification: Introjected regulation is considered to be  a relatively controlling form of
motivation in which behaviour is regulated by internal sanctions and/or pressures that
are directed towards attaining reward (e.g., ego enhancement and pride) or avoiding
punishment (e.g., guilt and shame)
12. These are sources of self-efficacy EXCEPT;
a. experience
b. physical condition
c. emotional reaction
d. social persuasion
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Justification:_ Because among choices letter D. which is Physical Condition does not
belong to the choices with the following justifications about Self-Efficacy
Self-efficacy affects every area of human endeavor. By determining the beliefs a person
holds regarding their power to affect situations, self-efficacy strongly influences both the
power a person actually has to face challenges competently and the choices a person
is most likely to make. These effects are particularly apparent, and compelling, with
regard to investment behaviors such as in health, education, and agriculture.

13. Implies when an achievement activity can successfully be initiated and performed
a. action- control expectancies
b. action- outcome expectancies
c. situational- control expectancies
d. situational-outcome expectancies
Justification: Action-control beliefs involve three general beliefs that reflect the
relationship between the three components of an action sequence: control expectancy,
which refers to the relation between agent and ends, meaning that individual’s
expectancy about their capability to achieve a given goal or end; means-ends beliefs,
which represent the relation between means and ends; and agency beliefs, refer to an
individual’s beliefs of what means they are capable of utilizing when the self-acts as an
agent. 

14. Which is NOT an element of the Control-Value Theory?

a. Emotion
b. Motivation
c. Appraisal
d. Environment

Justification:_ Environment does not belong to the choices with the following
justifications about Control-Value Theory. This article describes the control-value theory
of achievement emotions and its implications for educational research and practice. The
theory provides an integrative framework for analyzing the antecedents and effects of
emotions experienced in achievement and academic settings.

15. In control value theory, ___________ is defined as emotions tied directly to

achievement activities or achievement outcomes.
a. Activity emotions
b. Achievement Emotions
c. Outcome-related emotions
d. Students’ academic emotions
Justification:_ Achievement emotions are those emotions tied directly to achievement
activities or outcomes. Achievement emotions are ever-present in academic and clinical
settings; however, these types of emotions have received little attention from medical
education researchers.
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16. When students do their homework because they personally grasp its value
for their chosen career, it is an example of ____________.
a. Extrinsic Motivation
b. Self-regulation
c. Intrinsic Motivation
d. Regulation through identification

Justification Intrinsic motivation is defined as the  doing of an activity for its inherent
satisfactions rather than for some  separable consequence. When intrinsically
motivated, a person is moved to act for the fun or challenge entailed rather than
because of external products, pressures, or rewards.

17. Pertains to the instrumental utility of activities to produce outcomes, and of

outcomes to produce further outcomes.
a. Subjective Values
b. Objective Values
c. Intrinsic values
d. Extrinsic Values
Justification: Instrumental and intrinsic value is the distinction between what is a means
to an end and what is an end in itself. Things are deemed to have instrumental value if
they help one achieve a particular end; intrinsic values, by contrast, are understood to
be desirable in and of themselves.
18. It served as the foundation for the creation of the faculty development
program.
a. Control Value Theory
b. Self-Efficacy Theory
c. Self- Regulation Theory
d. Self-Determination Theory
Justification: Self-regulation theory (SRT) is a system of conscious personal
management that involves the process of guiding one's own thoughts, behaviors, and
feelings to reach goals. It consist of several stages and individuals must function as
contributors to their own motivation, behavior and development within a network of
reciprocally interacting influences.
19. If a student notices that she will be able to avoid an expected failure on an exam
because her exam preparation was successful. Even if the exam hasn't started yet,
she'll feel relieved when she realizes she was probably worrying unnecessarily.
This situation is an example of ___________.
a. Proactive Outcome Emotions
b. Retrospective Outcome Emotions
c. Retroactive Outcome emotions
d. Prospective Outcome Emotions
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Justification Proactive people take initiative when others do not and persist in improving
their environment or themselves. Proactive behavior increases subsequent
positive affect rather than positive affect increasing proactive behavior.
20. It is based on procedural that perceptions alone can elicit an emotion
without the requirement for intervening assessments
a. Conventional Emotions
b. Control-independent emotions
c. Habitualized Emotions
d. Control-dependent emotions
Justification: Emotional independence is the ability to regulate your emotions and still
feel good about yourself even when difficult situations present themselves. It is also the
practice of being able to regulate your emotions without seeking constant approval,
attention, and validation from another person. One of the downsides to
emotional dependence is that when things don't happen in our favor, our mood and
feelings of self-worth are likely to be negatively affected. Functioning in this way affects
our sense of peace because factors outside of us continually ebb and flow. People's
opinions of us are outside of our control.

21. It alludes to a design of viable adjustment within the environment, either broadly
characterized in terms of sensible victory with major formative errands anticipated
for an individual within the setting of his or her culture, society, and time, or more
barely characterized in terms of particular spaces of accomplishment, such as
scholastics, peer acknowledgment, or games.
a. Perseverance c. Adaptability
b. Competence d. Excellence
Justification: In ecology, adaptability has been described as  the ability to cope with
unexpected disturbances in the environment . With respect to business and
manufacturing systems and processes, adaptability has come to be seen increasingly
as an important factor for their efficiency and economic success.

22. Self-Regulation Theory

a. Bandura, 1997
b. Leventhal et al., 1984
c. Ryan & Deci, 2000
d. Heckhausen, 1991
Justification Albert Bandura brought together behavioral and cognitive components in
which he concluded that "humans are able to control their behavior through a process
known as self-regulation." This led to his known process that contained: self-
observation, judgment and self-response.
23. A student will be proud for her accomplishments given that she performed well. On
the other hand, a student who failed will be ashamed for her failure because it
signifies insufficient effort.
This is an example of ___________.
a. Proactive Outcome Emotions
b. Retrospective Outcome Emotions
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c. Retroactive Outcome emotions

d. Prospective Outcome Emotions
Justification Depressed affect, guilt, and disappointment are  emotions that may occur
depending on how emotion and its interface with considerations of justice: How do
the emotions that we between reported emotions and the perceived deservingness of
self-related outcomes.
24. It is associated to appreciating an activity as such, even if it does not produce any
relevant outcomes.
a. Subjective Values
b. Objective Values
c. Intrinsic values
d. Extrinsic Values
Justification intrinsic motivation is conducive to creativity. Intrinsic motivation is defined
as having to do with the intrinsic value of attaining a creative solution. Research has
found that conditions extrinsic to the task, such as reward, evaluation, being watched,
and restricted choice, all have detrimental effects on creativity. Intrinsic motivation is
important for task persistence, for seeing a project through, and for ensuring exploration
of solutions. Intrinsic motivation is also accompanied by positive affect. The love of the
task is an important component of creative work. Love of the work has been mentioned
as crucial by most creative individuals. More research is necessary to explore the
positive effect and intrinsic motivation link.
25. Which is NOT a purpose faculty development program?
a. Experience increased learning satisfaction
b. Understand how this deeper understanding affects the classroom experience
c. Apply concepts to enhance teaching skills
d. Have increased teacher self-efficacy
Justification The programs focus on enhancing functional area expertise improving
one’s classroom delivery both as a teacher and trainer enhancing abilities for
conducting meaningful research. It is going to be a pioneering conference to bring
together all renowned experts from the discipline of education. It is an initiative in the
process of emerging needs of school education and services. This initiative shall be of
great benefit for Schools Principals, Vice Principals, Counselors, Senior Faculties &
educationalists to participate and exchange valuable thoughts in the process of evolving
effective strategies towards child development and to meet the global standards of
school education.
26. This theory focuses on the fundamental needs for competence and autonomy.
a. Competence Motivation theory
b. Organismic Integration Theory
c. Cognitive Evaluation Theory
d. Self-Determination Theory
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Justification Self-determination theory suggests that people are motivated to grow and
change by three innate and universal psychological needs. This theory suggests that
people are able to become self-determined when their needs for competence,
connection, and autonomy are fulfilled.

27. It is a resilient characteristic from an extra familial context.

a. Socioeconomic advantages
b. Attending effective schools
c. Good intellectual functioning
d. easygoing disposition
Justification:  Between-group variability in socioeconomic status (SES) has been identified
as a potentially important contributory factor in studies reporting cognitive advantages in
bilinguals over monolinguals (the so called “bilingual advantage”). The present study
addresses the potential importance of this alternative explanatory variable in a study of
low and high SES bilingual and monolingual performance on the Simon task and the
Tower of London (TOL) task. Results indicated an overall bilingual response time
advantage on the Simon task, despite equivalent error rates. Socioeconomic status was
an important modulator in this effect, with evidence that bilingualism may be particularly
important in promoting speed of processing advantages in low status individuals but
have little impact in high status individuals.
28. The following are key strategies for Intervention Based on Resilience, EXCEPT
a. process-focused
b. resource-focused
c. goal-focused
d. risk-focused
Justification: The definition of risk-based approach is straightforward. You identify the
highest compliance risks to your organization; and  make them the priority for controls,
policies, and procedures. Once your compliance program reduces those highest risks to
acceptable levels, you move on to lower risks.
29. A student's expectation that he will be able to invest sufficient effort in
learning some material is an example of _________________.
a. action-control expectancy
b. action-outcome expectancy
c. situation-outcome expectancy
d. situation-control expectancy
Justification:  Three kinds of expectancies can be identified, these being: situation–
outcome expectancies, which refer to beliefs about how events are connected ; outcome
expectancies, which refer to beliefs about the consequences of performing a behavior;
and self-efficacy expectancies

30. The expectation that he will get a good grade even if he does not act at all is an
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example of _________________.
a. action-control expectancy
b. action-outcome expectancy
c. situation-outcome expectancy
d. situation-control expectancy
Justification:  Outcome expectancies are defined as  anticipated consequences (positive
or negative) as a result of engaging in a behavior . These expectations have been
extensively studied in behavioral medicine and found to affect multiple health behaviors,
including alcohol consumption, smoking, and weight management.

TEST II. ESSAY : Answer the following comprehensively :

1. Discuss what “learning” is and how it affects behavior . What is the role of classical
and operant conditioning in learning? (5 points)

Answer:

The word learning is used routinely in discussions about teaching in higher education,
so it’s important to clarify what we are referring to when we talk about learning.
Educational researchers agree that learning is much deeper than memorization and
information recall. Deep and long-lasting learning involves understanding, relating
ideas, and making connections between prior and new knowledge, independent and
critical thinking, and the ability to transfer knowledge to new and different contexts. In
this, learning can be defined as the process leading to relatively permanent behavioral
change or potential behavioral change. In other words, as we learn, we alter the way we
perceive our environment, the way we interpret the incoming stimuli, and therefore the
way we interact, or behave. In addition, the role of classical conditioning in learning is
that teachers are able to apply classical conditioning in the class by creating a  positive
classroom environment to help students overcome anxiety or fear. Pairing an anxiety-
provoking situation, such as performing in front of a group, with pleasant surroundings
helps the student learn new associations while operant conditioning encourages
positive reinforcement, which can be applied in the classroom environment to get the
good behavior you want - and need - from your pupils. ... It is through this process that
we develop our behaviors and begin to understand what is appropriate and useful, and
what isn't.

2. Describe how attention and memory are related and explain how they work.
(5 points)

Answer :

In this understanding Attention and working memory are both key to learning new
information. Attention allows information to be taken in. Working memory helps the
brain make sense of it. Many kids who struggle to learn have attention issues, working
memory issues, or both. By this, Psychologists have long studied ATTENTION as a
mechanism capable of coping with the limits of our sensory, perceptual, and memory
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systems in managing the flow of information with which we are constantly confronted.
By allowing for the selection of the information, attention reduces the input to a
manageable amount: it isolates and amplifies pieces of information, which can be
variously combined to yield theoretically infinite chains of constructs. As observed
by VanRullen et al. (2007), overt periodic sampling of the environment is a ubiquitous
property of sensory systems (saccades in vision, sniffs in olfaction, whisker movements
in rat somatosensorial, and even electrolocation in the electric fish) and attention might
have evolved from these periodic processes as a more economical means of covertly
sampling endogenous representations. In order to maintain and combine the elements
selected and isolated by attention, a specific mechanism is required. This mechanism is
working memory.
Working memory is generally considered as a system that helps to simultaneously
manipulate information over a short period and update it in memory. More specifically,
as highlighted by Unsworth and Engle (2007), working memory is needed to maintain
new and novel information in a heightened state of activity, and to correctly discriminate
between relevant and irrelevant information with regard to the task to be performed, by
preventing the interference of automatic tendencies and routines. In this sense, working
memory is “not directly about remembering per se, but instead reflects a more general
ability to control attention and exert top-down control over cognition” (Broadway and
Engle, 2011b, p. 1).The role of working memory in flexibly and freely combining content
elements into new structures is explicitly theorized by Oberauer (2009). According
to Oberauer (2009), working memory is a system that is able (among other functions) to
build and maintain new structural representations by establishing and holding
temporary bindings between contents (objects, events, words) and contexts (such as
positions in a generic cognitive spatial or coordinate system, or argument variables in
structure templates). Neurophysiological studies have started to elucidate this system.

3. Explain the implications of thinking and intelligence theories to the teaching and
learning process. ( 5 points)

Answer:

Many of us are familiar with three broad categories in which people learn: visual
learning, auditory learning, and kinesthetic learning. Beyond these three categories,
many theories of and approaches toward human learning potential have been
established. Among them is the theory of multiple intelligences developed by Howard
Gardner, Ph.D., John H. and Elisabeth A. Hobbs Research Professor of Cognition and
Education at the Harvard Graduate School of Education at Harvard University.
Gardner’s early work in psychology and later in human cognition and human potential
led to his development of the initial six bits of intelligence. Today there are nine bits of
intelligence, and the possibility of others may eventually expand the list.

Below are Gardner’s Multiple Intelligences Summarized that explain the implications of
thinking and intelligence theories to the teaching and learning process
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1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the

sounds, meanings, and rhythms of words)
2. Logical-mathematical intelligence (ability to think conceptually and abstractly,
and capacity to discern logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize
accurately and abstractly)
4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to
handle objects skillfully)
5. Musical intelligence (ability to produce and appreciate rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond appropriately to the
moods, motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values,
beliefs and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and
other objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle deep questions about
human existence such as, “What is the meaning of life? Why do we die? How did
we get here?”

Gardner’s multiple intelligences theory can be used for curriculum development,

planning instruction, selection of course activities, and related assessment strategies.
Gardner points out that everyone has strengths and weaknesses in various
intelligences, which is why educators should decide how best to present course
material given the subject-matter and individual class of students. Indeed, instruction
designed to help students learn material in multiple ways can trigger their confidence to
develop areas in which they are not as strong. In the end, students’ learning is
enhanced when instruction includes a range of meaningful and appropriate methods,
activities, and assessments.

4. As an educator, how can you help solve the problem on students’ declining
motivation amidst the Covid 19 pandemic which is the root cause of the so called
“educational crisis” ? ( 5 points)

Answer:

As an educator, I think in today’s time where everybody struggles over this new normal
education, I can help my students who are experiencing mental health issues or
problems which result students declining motivation amdist covid 19 pandemic and
generally called “educational crisis by being more considerate to them. I know that
modular distance learning is very tough especially for those dependent to teacher
learners. For this reason, I will no longer be adding more dilemma on their part, rather,
I would make myself available to help and assist them and not by imposing stringent
classroom policies which I view should be made flexible in today’s time. Moreover,
knowing his situation, I can talk with the parents on how we can better understand the
situation thereby providing possible solutions to such. I will also make several ways like
sharing to the class inspirational videos which would make him realize that he is not the
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only one experiencing such problems in life. In a dialogue if given an opportunity, I will
stress out that man should find light in his darkness and hope is always at our side, no
matter what. As the saying goes, there is always a rainbow after the rain.

5. Social psychology can add to education through application of its key principles.
Social cognition, for example, is the way in which our thinking skills change based
on our interactions to others. Comment. ( 5 points)

Answer:

Prepared by :

Dr. LORNA D. CAPITO

Professor