Chapter 10 Case Study

1. I would say Mr. Kessinger. Mainly because all the other students observed what Robin went through at such a high emotion level probably made the other students fear taking notes as well. They now have related note taking to a negative punishment or consequence. Another part where Mr. Kessinger tears her concept map apart can show the students that hard work really does nothing for you. This reinforcement will be negative one on the students, because no student wants to be humiliated in front of their peers. The behaviors of the students will now follow Robins new choices of note taking notes in Mr. Kessinger' s class. This incident will increase the response of the students in a negative manner. Where some students may have gone home and reviewed and maybe took notes now they won't because of the situation with Robin.

2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
I would say yes; it may not be right but he is wanting the response to be the same from all the students. For example I think he understands that the rest of the students will learn that he doesn't want people to be looking off of notes when giving him an answer. Because of this behavior that Robin gave Mr. Kessinger uses the environment he has set to change the behaviors of all his students. Through observation the students can learn the response the teacher wants through another failures or success. Not only was he strict with Robin he was also strict with Micki. Through his comments and different looks he gives to the students he creates the environment that will affect the behaviors of the students. This environment teaches the students a way of learning and knowledge development. This constant flow between person, behavior, and environment is in the class. The fact that Mr Kessinger wants the students to know the answer fully without notes will create behavior differences in the students. For example students will now know what the teacher is looking for and how to answer the questions in that manner. The teacher is trying to make that behavior the way of learning. Because people and the environment have a mutual influence on each other the teacher has the same influence as the feelings of the environment. In this case the environment is negative therefore the learning taking place will be negative. Even though I think Mr. Kessinger is considering the reciprocal causation I don't think he understands there may be a different way to create this reciprocal causation. He doesn't really see or understand the different affects that take place in the students.

3. Self-regulated behavior. I would put Robin in this category because at the beginning of the case study Robin explains why she made the concept map. She explains how her goal is to be prepared to answer the questions that her teacher has in her world history class. She created this concept map from her own choice. It was not required from the teacher. Robin wanted to be prepared and know the information. She was excited and and ready with purpose when class came. She was managing her own behavior to be successful in class. This choice was fulfilling to Robin. She had reached her goal to be ready for the question. She demonstrates this when the case study tells us she is has both her notes and her concept map ready for when the questions came.

4.I think that Robin had in her mind a vision of what it would be like when the teacher asked her a question and she knew the answer, but because the situation turned out so differently Robin's self-efficacy has been diminished. Now because the teacher has told her if she does this again she will have to drop the class will create doubt in her strategies to learn by creating concept maps for herself. Also her goal was to know the answer to the question the teacher asked her and the way she had prepared for it made her goal unattainable. When Robin goes to the next class she then fears what the teacher will do when she realizes her concept map is out; this is an example of her resilient self-efficacy being diminish. She is worried that she is incapable to successfully perform a task. She doesn't believe or trust in her work that she has accomplished. Her reaction to Ms. Yamashita shows unbelief in herself and the work she has created.