Transitional phaseduring which thestudents graduallyappropriate andinternalize self-regulated learningand skillsOld-fashionedword forwill-powerDevelopmental status,model prestige andcompetence, self-efficacy, vicariousconsequences,outcome expectations,and goal setting Our owndirectexperiencesExercisinginfluenceover one’sown lifeDynamic systemof interplay amongthree kinds ofinfluence that isdescribed bysocial cognitivetheoryDirectreinforcement,vicariousreinforcement,and self-reinforcementOur beliefsabout ourabilities in agiven areaA teacher’s beliefin their own abilityto reach even themost difficultstudent in theirclassroomThis happens whenstudents worktogether to regulateeach other throughreminders, prompts,and other guidance.Directing attention,fine-tuning alreadylearned behaviors,strengthening orweakening inhibitions,teaching newbehaviors, andarousing emotionsHow wejudge ourown self-worthPsychologist whodemonstrated thatpeople can learnby observingothers' actionsand theirconsequencesTheory that includedmore attention tocognitive factors suchas expectations andbeliefs while retainingemphasis on the role ofothers serving asmodels and teachersTheory thatelaborated onbehaviorism byincluding enactivelearning andlearning throughmodelingTransitional phaseduring which thestudents graduallyappropriate andinternalize self-regulated learningand skillsOld-fashionedword forwill-powerDevelopmental status,model prestige andcompetence, self-efficacy, vicariousconsequences,outcome expectations,and goal settingOur owndirectexperiencesExercisinginfluenceover one’sown lifeDynamic systemof interplay amongthree kinds ofinfluence that isdescribed bysocial cognitivetheoryDirectreinforcement,vicariousreinforcement,and self-reinforcementOur beliefsabout ourabilities in agiven areaA teacher’s beliefin their own abilityto reach even themost difficultstudent in theirclassroomThis happens whenstudents worktogether to regulateeach other throughreminders, prompts,and other guidance.Directing attention,fine-tuning alreadylearned behaviors,strengthening orweakening inhibitions,teaching newbehaviors, andarousing emotionsHow wejudge ourown self-worthPsychologist whodemonstrated thatpeople can learnby observingothers' actionsand theirconsequencesTheory that includedmore attention tocognitive factors suchas expectations andbeliefs while retainingemphasis on the role ofothers serving asmodels and teachersTheory thatelaborated onbehaviorism byincluding enactivelearning andlearning throughmodeling

Social Cognition Bingo - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Transitional phase during which the students gradually appropriate and internalize self-regulated learning and skills
  2. Old-fashioned word for will-power
  3. Developmental status, model prestige and competence, self-efficacy, vicarious consequences, outcome expectations, and goal setting
  4. Our own direct experiences
  5. Exercising influence over one’s own life
  6. Dynamic system of interplay among three kinds of influence that is described by social cognitive theory
  7. Direct reinforcement, vicarious reinforcement, and self-reinforcement
  8. Our beliefs about our abilities in a given area
  9. A teacher’s belief in their own ability to reach even the most difficult student in their classroom
  10. This happens when students work together to regulate each other through reminders, prompts, and other guidance.
  11. Directing attention, fine-tuning already learned behaviors, strengthening or weakening inhibitions, teaching new behaviors, and arousing emotions
  12. How we judge our own self-worth
  13. Psychologist who demonstrated that people can learn by observing others' actions and their consequences
  14. Theory that included more attention to cognitive factors such as expectations and beliefs while retaining emphasis on the role of others serving as models and teachers
  15. Theory that elaborated on behaviorism by including enactive learning and learning through modeling