Deck 11: The Self and Its Strivings

Question 1

Which of the following motivational strivings characterize the "self-as-object"?
(a)Define the self
(b)Develop personal potential
(c)Increase self-esteem
(d)Regulate the self

Answer 1

A

Question 2

When a person receives potent social feedback that disconfirms his or her preexisting self-conception, what variable determines whether the person will or will not experience a change in self-concept?
(a)self-concept certainty
(b)whether self-esteem is positive or negative
(c)whether the self-concept is positive or negative
(d)whether the social feedback is positive or negative

Answer 2

A

Question 3

______represent the future self.
(a)Attributional selves
(b)Best selves
(c)Possible selves
(d)Strategic selves

Answer 3

C

Question 4

The self-concept is:
(a)a collection of domain-specific self-schemas.
(b)a reservoir of psychological needs, including autonomy, competence, and relatedness.
(c)a reflection of the person's interpersonal relationships.
(d)an unconscious process based in ego-based concerns and motives.

Question 5

A ___represents the present state of the self-concept, whereas a(n) ___represents the future, desired state of the self-concept.
(a)possible self; self-schema
(b)self-schema; ought-to self
(c)self-schema; possible self
(d)self-striving; possible self

Question 6

Research finds that those with high self-esteem choose to interact with people who evaluate them positively, while those with low self-esteem choose to interact with people who evaluate them negatively.This shows that, generally speaking:
(a)high self-esteem people are vulnerable to the illusion of control.
(b)low self-esteem people are vulnerable to a self-verification crisis.
(c)people choose to interact with people who are similar to themselves.
(d)people choose to interact with people who treat them in a way that they want to be treated.

Question 7

Which of the following events combine to instigate the self-verification process?
(a)mildly self-discrepant feedback combined with low self-concept certainty
(b)mildly self-discrepant feedback combined with moderate self-concept certainty
(c)strongly self-discrepant feedback combined with low self-concept certainty
(d)strongly self-discrepant feedback combined with moderate self-concept certainty

Question 8

Which of the following statements regarding self-esteem is most true?
(a)High self-esteem causes high subsequent achievement/performance.
(b)People with low self-esteem are significantly more prone to aggression and acts of violence than are people with high self-esteem.
(c)Self-esteem is a by-product of life's satisfactions, triumphs, and positive relationships.
(d)the best way to increase another person's motivation is to increase his or her self-esteem.

Question 9

The motivational role of possible selves is to:
(a)increase self-efficacy to provide an intrapsychic context to overcome self-doubt.
(b)increase the person's positive emotional states.
(c)increase the person's self-esteem.
(d)provide a goal one strives to attain.

Question 10

Which of the following is not considered a core dimension of psychological well-being?
(a)environmental mastery
(b)purpose in life
(c)self-acceptance
(d)self-consistency

Question 11

Relating the self to society shows how ____energizes and directs behavior.
(a)agency
(b)identity
(c)self-concept
(d)self-esteem

Question 12

___are cognitive generalizations about the self that are domain specific and learned from past experience.
(a)Ego identity statuses
(b)Fundamental sentiments
(c)Possible selves
(d)Self-schemas

Question 13

Which of the following motivational strivings characterize the "self-as-agent"?
(a)Define the self
(b)Develop personal potential
(c)Increase self-esteem
(d)Relate the self to society

Question 14

Defining or creating the self shows how ____energizes and directs behavior.
(a)agency
(b)identity
(c)self-concept
(d)self-esteem

Question 15

Discovering and developing the potential of the self shows how ____energizes and directs behavior.
(a)agency
(b)identity
(c)self-concept
(d)self-esteem

Question 16

In understanding the conditions under which a person's self-view (or self-concept) changes, which of the following statements is most true?
(a)Given self-discrepant feedback, self-concept change is the exception, not the rule.
(b)Given self-discrepant feedback, self-verification is routine-the expected process.
(c)Self-discrepant feedback must be potent and unambiguous.
(d)all of the above

Question 17

___selves, which motivate goal-directed behavior, are the imagined selves a person would eventually like to become.
(a)Actual
(b)Consistent
(c)Ought to
(d)Possible

Question 18

The textbook identifies four problems that take center stage in the motivational struggles of the self.Which one of the following is not one of the self's motivational struggles?
(a)defining or creating the self
(b)discovering and developing personal potential
(c)increasing self-esteem
(d)managing or regulating the self

Question 19

The problem with placing too much emphasis on self-esteem in a motivational analysis of behavior is that:
(a)no programs yet exist to show how self-esteem can be increased.
(b)self-esteem is too difficult to measure to be treated as a scientific construct.
(c)self-esteem changes and varies too much with situational events.
(d)there are almost no findings that self-esteem causes anything at all.

Question 20

Managing the self shows how ____energizes and directs behavior.
(a)agency
(b)self-concept
(c)self-esteem
(d)self-regulation

Question 21

Which of the following is key to developing competent self-regulation?
(a)advice and admonition to "visualize success"
(b)high levels of cognitive dissonance
(c)mixture of mastery, performance-approach, and performance-avoidance goals
(d)observation and imitation of an expert model.

Question 22

Pursuing "personal growth" goals and pursuing "close relationship" goals represent two prototypical categories of ______goals.
(a)extrinsic
(b)intrinsic
(c)realistic
(d)social
(e)success

Question 23

Having the benefit of a tutor or coach who models how to do things such as setting goals, developing strategies, formulating implementation intention, monitoring performance, and evaluating how well one is doing is a description of:
(a)self-control.
(b)self-regulation.
(c)self-efficacy.
(d)self-integrated action.

Question 24

In the radish study (Baumeister, Bratslavsky, Muraven, & Tice, 1998), participants in the experimental group were assigned the high self-control task of eating radishes (and resisting the chocolate chip cookies), while participants in the control group were assigned the no-self-control task of eating the chocolate chip cookies.Participants were then asked to complete a series of impossible-to-solve geometry problems. The results showed that:
(a)On average, participants who ate the chocolate chip cookies persisted in solving the geometry problems for longer periods of time.
(b)On average, participants who ate the chocolate chip cookies persisted in solving the geometry problems for shorter periods of time.
(c)On average, participants who ate radishes instead of cookies persisted in solving the geometry problems for longer periods of time.
(d)Basically, the results were inconclusive, as neither group was significantly better than the other.

Question 25

Self-concordance refers to a sense of __that people have regarding their goals and strivings.
(a)confidence
(b)longevity
(c)ownership
(d)positivity

Question 26

______is whether one's place or role in society "feels right" and connects well with one's self-conception or "feels wrong" in terms of a miss-match with one's self-conception.
(a)Identity
(b)Mindfulness
(c)Personalization
(d)Self-regulation

Question 27

Analyses of the relation between goals that people strive for and subjective well-being is:
(a)Well-being is about adopting an equal ratio of performance-approach and performance-avoidance goals.
(b)Well-being is more about what one accomplishes in life rather than what one actually strives for.
(c)Well-being is more about consciously and intentionally strivings than it is about unconscious and automatic strivings.
(d)Well-being is what one is striving for rather than what one actually attains.

Question 28

______is the ability to suppress, restrain, and even override an impulsive desire, urge, behavior, or tendency to pursue a long-term goal
(a)Identity formation
(b)A personal striving
(c)Self-automation
(d)Self-control

Question 29

The meta-cognitive monitoring of one's goal striving and planning within the overall goal-setting process is called:
(a)achievement motivation.
(b)corrective motivation.
(c)implementation intentions.
(d)self-regulation.

Question 30

Agency within the self emanates primarily from:
(a)cognitive beliefs such as self-schemas.
(b)innate psychological needs.
(c)negative emotions such as shame.
(d)positive emotions such as pride.

Question 31

According to the self-concordant model, when people attain a self-concordant goal, they experience high:
(a)need satisfaction.
(b)relationship involvement.
(c)self-consistency.
(d)self-verification.

Question 32

The limited strength model of self-control suggests that the amount or strength of willpower is crucial to successful self-control.What resource depletes when one exerts control? That is, what is depleted during self-control attempts?
(a)physical energy
(b)mental energy
(c)glucose
(d)cortisol

Question 33

The biggest difference between a self-concordant goal and a self-discordant goal is that a self-concordant goal:
(a)is easier to attain.
(b)is harder to attain.
(c)reflects interests and core values.
(d)reflects greater extrinsic motivation.

Question 34

According to the limited strength model of self-control, which event best explains why people experience self-regulation failure?
(a)Consuming a high-calorie drink
(b)Experiencing psychological need satisfaction
(c)Getting advice from others
(d)Resisting a temptation

Question 35

_and _are two processes inherent within agency that guide ongoing motivation and development; the first process expands the complexity of the self, and the second process synthesizes that complexity into a coherent sense of self.
(a)Differentiation; integration
(b)Integration; differentiation
(c)Self-concept; self-schema
(d)Self-schema; self-concept

Question 36

Intrinsic motivation, as well as autonomy and competence needs, are inseparably associated with the self's:
(a)agency.
(b)domain-specific self-schemas.
(c)identity.
(d)self-concept.

Question 37

In the marshmallow study, a young child is shown a marshmallow and offered the following deal: "You may eat the marshmallow whenever you want to, but if you hold off and do not eat the marshmallow and instead wait until I return to the room in 15 minutes, then you will get a second marshmallow." The results showed that children who demonstrated higher self-control (i.e., they waited the 15 minutes) had:
(a)lower grade point averages.
(b)higher grade point averages.
(c)higher propensity to exhibit antisocial behavior.
(d)higher levels of obesity.

Question 38

__describes the process through which the self expands and elaborates itself into an ever-increasing complexity.
(a)Differentiation
(b)Dissonance
(c)Identity
(d)Integration

Question 39

According to Baumeister and colleagues' limited strength model of self-control, What action can one take to increase the capacity to exert self-control?
(a)through exercise
(b)through planning
(c)through practice
(d)through seeing a therapist

Question 40

As people pursue intrinsic goals, they typically experience a steady stream of:
(a)Identity confirmation
(b)Psychological need satisfaction
(c)Self-esteem
(d)Value enhancement

Question 41

Explain the origin of self-schemas. Also explain how self-schemas motivate action.

Question 42

Briefly identify the motivational significance of each of the following four self-related terms: agency, identity, self-concept, and self-regulation.

Question 43

Why do people self-verify?
(i.e., why do people seek out and prefer self-verification feedback?)

Question 44

Outline the social learning process that underlies the development of more competent
self-regulation within the overall goal-setting process.

Question 45

The self can be described in two different ways.What does it mean to understand the "self-as-object"?

Question 46

Explain how the processes of differentiation and integration work together to guide
ongoing development and motivation.

Question 47

What is the "true self"?

Question 48

Explain how accomplishing one's self-concordant goals allows the person to set even
more self-concordant goals in the future.

Question 49

The textbook argues that high self-esteem should not be the focus of a motivational analysis of behavior. Explain why increasing self-esteem is not the royal road to high motivation.

Question 50

Explain how possible selves energize and direct behavior.

Question 51

List and briefly elaborate (with one sentence) on any four of the six aspects of
psychological well-being discussed in the chapter's opening section.

Question 52

What do the concepts of intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation have to do with self-concordant goal strivings?

Question 53

Discuss the role self-concept certainty plays in changing (or not) a person's self-concept.

Question 54

Explain the motivational implications of the agency-based phrase,
"self as action and development from within."

Question 55

Discuss the role selective interaction plays in maintaining a consistent self-view.

Question 56

Explain how self-schemas energize and direct behavior.

Question 57

Describe the self-concordant model. Discuss how self-concordant goals generate effort, need-satisfying experiences, and changes in psychological well-being.

Question 58

The textbook argues that the self faces four core fundamental motivational struggles.
Name and briefly discuss each of these struggles.

Question 59

The self can be described in two different ways.What does it mean to understand the "self-as-agent"?

Question 60

The textbook argues that high self-esteem should not be the focus of a motivational analysis of behavior. If not, then which other aspects of self-functioning explain motivation better than does self-esteem? Explain.

Question 61

Explain how the exercise of self-control can deplete the self's energy.

Question 62

Outline the limited strength model of self-control.
In doing so, explain the processes that lead to vulnerability to self-regulation failure.

Question 63

Explain what the expert self-regulated learner is thinking about and monitoring during
each of the three phases of self-regulation: forethought, performance, and self-reflection.