Abstract
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Explain the relationship between self-regulation and self-efficacy in sonography students.
Describe the impact of a scaffolding approach to instruction on sonography student skill acquisition and self-efficacy.
Identify strategies sonography educators can implement to promote self-regulation and self-efficacy in their students.
1. According to the article, which of the following is the best definition of sonography student self-regulation? A. The ability to perform sonographic examinations with minimal errors. B. The ability to plan and manage time, organize content, and engage in learning to complete the sonography curriculum. C. The confidence in one’s ability to learn or perform specific sonographic tasks. D. The ability to perform difficult physical tasks during sonographic exams, such as coordinating hand and eye movements and understanding spatial relationships.
2. What is self-efficacy in relation to sonography education? A. The ability to perform sonography protocols proficiently and independently. B. The ability to perform complex hand and eye movements. C. The confidence in one’s ability to learn or perform specific sonographic tasks. D. The ability to identify and overcome motivational challenges as a student.
3. According to the article, what was the relationship between self-regulation and success in completing a sonography curriculum? A. Students who are more self-regulated tend to demonstrate more academic success. B. There is no significant correlation between self-regulation and academic performance. C. High levels of self-regulation increase anxiety and self-criticism. D. Self-regulation is more applicable to theoretical topics, not hands-on skills like sonography.
4. What self-regulatory activities did the study in the article identify as particularly important for sonography students? A. Practicing scanning skills, writing out protocols, and studying anatomy diagrams B. Reading, seeking instructor and/or tutor assistance, and viewing example videos/images C. Setting goals, reflection activities, and journaling D. Preparing for quizzes, using multiple study techniques, and forming study groups
5. What impact did the scaffolding approach, deliberate practice, feedback, and self-evaluation have on student self-efficacy? A. There was a negligible impact on student self-efficacy. B. There was a decrease in self-efficacy due to overreliance on external feedback. C. The students demonstrated an increase in self-efficacy over the semester. D. There was a measurable difference in skills, but not in self-efficacy.
6. According to the article, what behaviors did students exhibit in regard to goal setting? A. Students consistently set and attained goals throughout the entire semester. B. Students generally lacked motivation to set meaningful goals. C. Students only set goals surrounding the speed of scanning. D. Students set detailed goals more during the first half of the semester.
7. How did the researchers divide the students into the “most self-regulated” and “least self-regulated” groups? A. Based on initial self-efficacy score B. Through analysis of student interviews C. Frequency of engagement in self-regulated activities D. Observation of students during class and assigning scores based on engagement
8. According to the study in the article, students reported a lack of engagement in self-regulatory activities was due to: A. Personal time constraints and ineffective study strategies B. Access to the equipment outside of class C. Feeling overwhelmed when practicing alone D. Lacking confidence when an instructor was not available
9. What evidence does the study offer to support the idea that self-efficacy levels in sonography students can be adjusted? A. Results from the self-efficacy scale showed that although there was variability at the beginning of the semester, all participants achieved similar and relatively high levels of self-efficacy by the end of the semester. B. Qualitative data from student interviews revealed a shift in their language over time, with students increasingly using phrases indicative of confidence and self-belief. C. The study found a direct correlation between the number of hours students spent practicing sonographic skills and their self-efficacy scores. D. The researchers observed that students who received more positive feedback from instructors demonstrated greater improvements in their self-efficacy levels.
10. Why did the students’ engagement in self-regulatory activities vary throughout the semester? A. Fatigue and lack of motivation reduced engagement over time. B. High self-efficacy led students to reduce self-regulation, only to increase it again as the tasks became more challenging. C. The researchers adjusted the course requirements throughout the semester, sometimes mandating specific self-regulatory activities and other times leaving them optional. D. Students tended to rely on peer groups for support, creating a dynamic where the group’s overall self-regulation level influenced individual behavior.
11. According to the article, why might students with low self-regulation be hesitant to seek help? A. They may be overwhelmed by the amount of assistance available. B. They may have had negative experiences seeking help in the past. C. They may view asking for help as a sign of weakness or dependence, potentially reflecting poorly on their abilities. D. They may be overconfident in their abilities.
12. According to the article, what was one limitation of the study? A. The study did not provide any practical implications for sonography educators. B. The primary investigator was not the participants’ instructor. C. The study’s findings were entirely objective. D. Information about students’ self-regulatory practices and their self-efficacy levels were primarily gathered from self-reports.
13. What type of feedback did the researchers find to be most effective for promoting student skill development and self-efficacy? A. Positive, detailed feedback that specifically addressed the demonstration of skills and areas for improvement B. Negative feedback that highlighted student errors C. General feedback that provided an overall assessment of student performance without specific details D. Feedback that only focused on a student’s overall attitude
Access the SDMS CME test at: learn.sdms.org