Mr. Kessinger demonstrates vicarious reinforcement in his classroom when he gets mad at Robin. When he asks Robin the question about the class material, notices her concept map, and then tears it up, he is using Robin as a bad example to the class. He believes her concept maps are a way of cheating, he cannot believe she is using one. When he tears up Robin's concept map, he explains his distaste to the whole classroom. After watching Robin get in so much trouble for creating a concept map, Mr. Kessinger's other students will most likely not create concept maps of their own. They will not want to experience the same form of public humiliation that Robin experience. Therefore, Mr. Kessinger is using vicarious reinforcement, or using Robin as an example to other students. Because of this, he will increase the number of students who will not take notes.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
No, I do not believe Mr. Kessinger is considering using reciprocal causation in his class. Mr. Kessinger seems to be completely disconnected from his students. He obviously is not affected by their emotions because he openly and harshly criticizes two of his students in the case study. I do not think Mr. Kessinger is thinking about how behavior, environment and a specific person's psyche effect how they learn. If Mr. Kessinger is trying to get his students to learn, then he probably does not think about how the harsh and unforgiving environment of his classroom affects his students. He seems to also care little about his students' personal characteristics. He openly tears down his students' actions. He is however, worried about the behavior of the students in his class. Mr. Kessinger does not want his class to create concept maps, and he does not want his class to come to class unprepared. I do not believe Mr. Kessinger is trying to create reciprocal causation.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin is exhibited self-regulated behavior. Robin obviously feels her classwork is important. She has many subjects which require memorization of terms, concepts etc. She analyzes how she learns and decides to make a concept map to increase her understanding and retention of the things she is learning in class. She is exhibiting very mature and responsible actions. Robin takes reponsibility into her own hands and makes the necessary actions to increase her learning. She is setting goals, and standards for herself and she is trying to keep them.
4. How do you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Robin's self-efficacy in taking notes and participating in class has probably gone down with her experience in Mr. Kessinger's class. Robin worked hard on her concept map and thought it was something which would help her in her classes. After Mr. Kessinger gets so angry over her concept map and calls her a cheater, it probably made Robin feel she wasn't as good at taking notes and doing well in class as she thought. Therefore, her self-efficacy, or her confidence level in doing a certain task well, has gone down.
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