Apply self-efficacy and high or low Big Five traits to behaviour and performance, then identify inventory scores as an operational personality measure.
Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam.
After the exam, Savannah tells her family and friends that she believes that she spoke fluently and did extremely well on the exam. Describe how each of the following concepts may have influenced her opinion.
- Self-efficacy
Self-efficacy
Point 7: Self-efficacy
To earn this point students must accurately describe how self-efficacy may have influenced Savannah's
positive opinion of her test performance. They may describe Savannah's:
A. Personal belief, or expectancy, that she can perform a behavior or task (demonstrates a potential),
OR
B. Personal belief, or expectancy, about her ability (demonstrates a potential).
Example: "Savannah believed she could do well on the test."
AP R◯ PSYCHOLOGY
2011 SCORING GUIDELINES
Do not score
- Perceptions of past behavior alone.
Example: "Savannah thought she did well on the test."
- Self-esteem (perceptions of overall worth) or self-serving bias (taking credit for success because of
positive internal attributions while ignoring failures that result from external forces).
As a senior in high school, Ludy worked as an assistant to the children's librarian in his town library. He enjoyed shelving the books in the library because he was able to work alone and focus on his task. Although the library was normally a quiet place, sometimes the children's section became quite noisy when groups of children visited. After working in an unfulfilling desk job for 30 years, Ludy recalls how much he enjoyed working at the library and decides to go back and work as a volunteer creating new programs for disadvantaged children.
Describe how each of the following concepts relates to Ludy's return to working at the library.
- Crystallized intelligence
- Altruism
- Big Five trait of extraversion
- Broca's area
- Self-efficacy
- Episodic memory
Big Five trait of extraversion
Responses must indicate how an aspect of extraversion (e.g., being outgoing, sociable, not shy, friendly,
assertive, or draws energy from others) is related to Ludy's return to working at the library.
- Score: "Ludy is outgoing and enjoys working with the children."
- Score: "Ludy would score low in extraversion because he is reserved and the library is a good fit."
- Score: "The children Ludy works with are talkative and sociable."
- Do NOT score clear references to the other Big Five personality traits (agreeableness, neuroticism,
openness, and conscientiousness).
Note: References to introversion alone will not score.
Self-efficacy
Responses must indicate how a belief about one's own ability is related to Ludy's return to working at the
library.
- Score: "Ludy is confident that he can create new programs."
- Score: "After meeting the noisy children Ludy lacks self-efficacy and doubts his ability to successfully
create new programs."
- Score: "The library director believes that she can successfully obtain sufficient funding for Ludy's
programs."
- Do NOT score: "The staff is confident that Ludy will succeed."