Deck 7: Attributions

Question 1

of the following is the term for the perceived cause of a person's performance outcomes?

A) Attribution
B) Expectation
C) ALT
D) Locus of causality

Answer 1

A

Question 2

of the following BEST describes the four most common attributions?

A) Equipment, effort, teacher, and luck
B) Task difficulty, body build, effort, and luck
C) Ability, effort, luck, and task difficulty
D) Body build, equipment, teacher, and luck

Answer 2

C

Question 3

classification of attributions refers to whether the cause of the performance outcome is internal or external to the person?

A) Controllability
B) Adaptability
C) Locus of causality
D) Stability

Answer 3

C

Question 4

classification of attributions refers to whether the person believes he/she has the power to change the cause or not?

A) Controllability
B) Adaptability
C) Locus of causality
D) Stability

Question 5

classifications of attributions are proposed to influence a person's emotions?

A) Controllability and adaptability
B) Controllability and locus of causality
C) Locus of causality and adaptability
D) Stability and controllability

Question 6

classifications of attributions are proposed to influence a person's expectations?

A) Stability and locus of causality
B) Locus of causality and controllability
C) Controllability and adaptability
D) Stability and controllability

Question 7

of the following BEST describes students who will show high motivation in physical education?

A) Those who attribute success to external, unstable, uncontrollable causes
B) Those who attribute failure to internal, stable, controllable causes
C) Those who attribute failure to internal, stable, uncontrollable causes
D) Those who attribute failure to external, unstable, controllable causes

Question 8

of the following is NOT characteristic of the beliefs of students under the age of 12?

A) If you need high effort to perform a task, you do not have high ability.
B) If I try hard on any task, I will succeed at that task.
C) If I try hard on a task requiring luck, I will always be successful.
D) Tasks do not differ in difficulty levels.

Question 9

do learned helpless students believe?

A) They can control their performance outcomes if they try hard enough
B) They have high ability, and they just need the right tasks to bring it out
C) There is no relationship between their actions and an outcome; they are doomed to fail
D) Failure is viewed as temporary

Question 10

Learned helplessness can be __________.

A) permanent and pervasive across many situations
B) permanent and specific to a situation
C) temporary and specific to a situation
D) All of the above

Question 11

of the following is NOT one of the factors Martinek says influences children's perceptions of control?

A) Perceived competence levels
B) Parental behaviors
C) Social context
D) Teacher expectations

Question 12

of the following is an example of a performance cue upon which a teacher's expectations might be formed?

A) Physical attractiveness
B) Fitness test scores
C) Gender
D) Race

Question 13

age group of students are more at risk of making maladaptive attributions?

A) Pre-school
B) Early elementary (K-2nd grades)
C) Late elementary (3rd-5th grades)
D) Adolescents

Question 14

of the following is true about student characteristics and types of attributions?

A) African American adolescents tended to attribute their failures to more controllable factors than Anglo American adolescents.
B) Female adolescents tend to make more maladaptive attributions than male adolescents.
C) Students with intellectual disabilities tend to make more maladaptive attributions than students without intellectual disabilities.
D) All of the above are true.

Question 15

Research shows which of the following about learned helpless students?

A) Early elementary learned helpless students make attributions similar to mastery oriented students their age.
B) Adolescent learned helpless students make more uncontrollable attributions than mastery oriented students their age.
C) The most common type of attributions made by learned helpless students is controllable.
D) Both A and B are true.

Question 16

of the following is true about the goal orientations of learned helpless students?

A) They tend to have high ego and task orientations.
B) They tend to have low ego and task orientations.
C) They tend to have high ego orientation and low task orientation.
D) They tend to have high task orientation and low ego orientation.

Question 17

of the following is true about the type of performance and person cues used by teachers to form their expectations of students?

A) Teacher expectations vary by the students' physical disabilities, perceived effort, and physical attractiveness, but they are similar for students with different levels of motor skill ability.
B) Teacher expectations vary by the students' motor skill abilities, physical attractiveness, and perceived effort, but they are not different for students with and without mild disabilities.
C) Teacher expectations vary by students' motor skill abilities and type of disability, but not by physical attractiveness or perceived effort.
D) Teacher expectations are not influenced by students' motor skill abilities, perceived effort, physical attractiveness, or disability.

Question 18

of the following best describes the impact of teachers' expectations on their interactions with students?

A) High expectancy students receive more praise for success on very easy tasks.
B) High expectancy students have more contact time with teachers.
C) High expectancy students experience lower levels of academic learning time.
D) Low expectancy students get more corrective behavior feedback from teachers.

Question 19

of the following is NOT true about the expectancy process?

A) Whenever a teacher interacts differently with different students, the expectancy process is occurring.
B) Not all teachers allow their expectations to negatively influence their behaviors with students.
C) Not all teachers allow teachers' differential behaviors to negatively impact their learning and perceptions of control.
D) Differential treatment of students may not have negative consequences.

Question 20

of the following does NOT describe a behavior that might be exhibited by a competent bystander?

A) Slipping to the end of the line as his/her turn approaches
B) Standing in less involved areas (e.g., right field)
C) Playing a major role in a game (e.g., pitcher or catcher)
D) Standing close to skilled students who cover for them (e.g., in volleyball)

Question 21

of the following is NOT a way to determine the pervasiveness of learned helplessness?

A) Talk with the student informally about how he/she is doing in other classes
B) Record the number of task attempts the student makes during physical education classes
C) Have students complete a "getting to know you" survey
D) Talk to teachers of other subjects

Question 22

which step of the attribution retraining process does the physical educator model the process of breaking down a motor skill and attempting different strategies?

A) One
B) Two
C) Three
D) Four

Question 23

which step of the attribution retraining process does the teacher make the statement, "In general, many children your age find this task hard and feel unsuccessful at it"?

A) One
B) Two
C) Three
D) Four

Question 24

which step of the attribution retraining process is the lack of a suitable strategy presented as an appropriate attribution for failures?

A) One
B) Two
C) Three
D) Four

Question 25

their feedback to students about successes, to what should teachers attribute students' performance?

A) Ability, luck, or task difficulty
B) Luck, task difficulty, or effort
C) Strategies, ability, or luck
D) Effort, strategies, or ability

Question 26

their feedback to students about failures, to what should teachers attribute students' performances?

A) Task difficulty or low effort
B) Poor strategy or luck
C) Low ability or task difficulty
D) Low effort or poor strategy