Group Differences and Social Cognitive Theory Motivation Term Paper

Pages: 3 (928 words)  ·  Bibliography Sources: 1  ·  File: .docx  ·  Level: College Junior  ·  Topic: Teaching


The ninth grade language arts classroom was comprised of eighteen students, half male and half female. As an Advanced Placement (AP) class, all of the students were high achievers. Because of this, the teacher had several different and alternative grading policies to help motivate the students. Traditional letter grades were given, but there were also peer grading systems and other assignments that were not graded at all. Educational resources varied depending on the lesson. Traditional books comprised most of the educational materials, and much of the class was in fact structured in traditional ways with the teacher leading the class in a discussion about certain elements of a novel or poem. There was surprisingly little technological integration, and yet there was also not much need for it.Download full Download Microsoft Word File
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TOPIC: Term Paper on Group Differences and Social Cognitive Theory Motivation Assignment

Group differences were not as immediately pronounced in this AP class as they are in other classes I have observed. This is because the ability level of the students was already normalized as being high. However, even among this group, there were differences that were readily observable. One of the most noticeable differences was gender differences in self-perception and self-efficacy. The females in the class tended to be self-deprecating. There were a few girls in the class who were confident, and a few boys who were not, but the girls generally exhibited shyness, a fear of reading their own writing aloud in the classroom, and self-abnegating comments when the teacher gave them praise. The boys were generally the opposite. When the teacher praised the boys, they usually smiled smugly and occasionally stuck their tongues out at peers as if they were trying to prove something and won. Self-esteem factors were also different between different ethnic groups Asian students (there were four) were not as prone to showing off as some of the other students in the class. The group differences were never addressed, and the teacher made no attempt to mitigate the group differences. To address these differences, the teacher could have taken advantage of technological tools when making assessments. When the students read their passages aloud to the class, the teacher can refrain from giving immediate feedback. Instead, the teacher can give the feedback in digital format. Only the students have access to their own feedback. This reduces the competitive environment in the classroom, and might help reduce the gender and ethnic differences.

Bandura's social cognitive theory is related to the concept of self-efficacy. Self-efficacy is believed to be linked to motivation and achievement. Therefore, it is important to engender a strong sense of self-efficacy in students. Students with a strong sense of self-efficacy will be more likely to speak out in class, answer questions, and challenge the teacher. Students will also be more resilient and will bounce back from criticism or setbacks. Another feature… [END OF PREVIEW] . . . READ MORE

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How to Cite "Group Differences and Social Cognitive Theory Motivation" Term Paper in a Bibliography:

APA Style

Group Differences and Social Cognitive Theory Motivation.  (2013, April 28).  Retrieved December 2, 2021, from

MLA Format

"Group Differences and Social Cognitive Theory Motivation."  28 April 2013.  Web.  2 December 2021. <>.

Chicago Style

"Group Differences and Social Cognitive Theory Motivation."  April 28, 2013.  Accessed December 2, 2021.