Watch the video, Critical Theory, Social Justice and Christianity: Are they Compatible? https://www.youtube.com/watch?v=qnmJX5hEenY&t=2894s&ab_channel=NOBTSApologetics Review the
Module 16 These questions refer to the case study on page 272.
Contrast Carter’s and Shanti’s self-efficacy for writing. What failure-avoiding tactics does Carter use during freewriting?
Using your response to the previous question, explain why you would expect to see a failure-avoiding motivational pattern in Carter and not in Shanti, according to the research on gender differences discussed in the module.
What specific things can Mrs. Okuda do to increase Carter’s self-efficacy for free writing? Would your suggestions for increasing self-efficacy change if the student you were considering were Mason? Why or why not?
According to self-worth theory, how can Mrs. Okuda encourage James and Carter to be more intrinsically motivated for writing activities?
How are self-regulation and internalization similar? Which students in Mrs. Okuda’s class are most self-regulated? How can Mrs. Okuda encourage all her students to become self-regulated in writing? How will this affect their self-determination?
What changes can Mrs. Okuda make to increase her students’ autonomy? How will this affect their motivation?
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