Question 1

According to research on the overjustification effect, why would high course grades be very unlikely to undermine intrinsic motivation to learn? Grades

Accepted Answer

The overjustification effect suggests that when external rewards (such as money or prizes) are offered for tasks that were previously intrinsically motivating, the individual's intrinsic motivation decreases. However, high course grades are not external rewards but rather reflect course performance, which is still driven by the individual's intrinsic motivation to learn and succeed in the course.

Question 2

Schachter's (1964) two-factor theory of emotion suggests that we first experience ________ and then subsequently seek to ________.

Accepted Answer

Schachter's two-factor theory proposes that we first experience physiological arousal, and then we seek to label and interpret that arousal in order to experience the appropriate emotion. This labeling process is influenced by cognitive and situational factors, such as our interpretation of the situation and the cues in our environment.

Question 3

Walt's older brother Seymour decided to give him some incentive to continue doing well in school. Seymour told Walt that for every "A" he received on his report card, he would reward him with a comic book. Seymour is offering Walt a(n) ________ reward.

Accepted Answer

A performance-contingent reward is based on the achievement of a specific goal, in this case receiving an "A" on a report card. The reward is not tied to completing a specific task, item, or time period, making options A, C, and D incorrect.

Question 4

Based on the information in your text about intrinsic motivation, who would be most likely to lose their enthusiasm for reading if a "Read for Cash" program were implemented in their school?

Accepted Answer

Children who enjoy reading to begin with are intrinsically motivated, and introducing external rewards like cash can undermine their intrinsic motivation, leading to a loss of enthusiasm.

Question 5

The two factors necessary to experience an emotion according to Schachter's two-factor theory of emotion are

Accepted Answer

According to Schachter's two-factor theory of emotion, experiencing an emotion requires both physiological arousal and a cognitive interpretation or explanation of the arousal. Therefore, the correct answer is B, which states that the two factors necessary to experience an emotion are physiological arousal and appropriate explanation.

Question 6

Complete the analogy: task-contingent rewards: ________ :: performance-contingent rewards: ________.

Accepted Answer

The answer of Complete the analogy: task-contingent rewards: ________ ::...

Question 7

According to research mentioned in this chapter, after observing the amount of time elementary students spent playing new math games, researchers provided rewards to children for playing with the games. After the rewards were removed,

Accepted Answer

The research mentioned in the chapter found that once rewards were removed for playing with math games, children's intrinsic interest in the games decreased. This suggests that the rewards had initially undermined the children's natural motivation to engage with the games.

Question 8

According to the authors of your text, extrinsic rewards are most likely to diminish intrinsic motivation when

Accepted Answer

The answer of According to the authors of your text,...

Question 9

Mrs. Hill has decided to provide her first-grade students with gold stars to reward them for reading. She has decided to use performance-contingent rewards. However, in using these, she must also be careful to ________ so that using the rewards does not backfire.

Accepted Answer

Using performance-contingent rewards can create tension for students because they may feel like they are being constantly evaluated and judged. Mrs. Hill should be careful not to make her students feel like they are only reading for the gold star, but instead encourage a love for reading itself. By avoiding making the students feel tense about being evaluated, Mrs. Hill can ensure that the rewards are positively received and do not backfire.

Question 10

According to research mentioned in this chapter, when researchers discontinued rewards and prizes, why did elementary school children spend less time playing math games? The children probably reasoned,

Accepted Answer

The research mentioned in this chapter found that when rewards and prizes were discontinued, elementary school children spent less time playing math games, likely because they saw no reason to play if they were no longer receiving prizes. This suggests that the children were motivated primarily by the external rewards rather than a genuine interest in the games themselves. Option B is not supported by the information provided, and options C and D are unrelated to the situation described.

Question 11

Michelle is going to be rewarded for completing a task, no matter how well (or poorly) it is done. This is the best definition of

Accepted Answer

Task-contingent rewards are given for completing a task, regardless of the quality of the work done. Intrinsic motivation involves an internal drive to perform a task and is not based on external rewards. Reinforcement refers to the use of rewards or punishments to increase or decrease the likelihood of a behavior occurring in the future. Performance-contingent rewards are given based on the quality or level of performance, not just for completion of a task.

Question 12

Mrs. Hill has decided to provide her first-grade students with gold stars to reward them for reading. She has decided to use performance-contingent rewards. To do this, she will give gold stars

Accepted Answer

The answer of Mrs. Hill has decided to provide her...

Question 13

Reading programs that are intended to encourage children to read more by paying them to read books is an example of using

Accepted Answer

The use of rewards (paying children) to encourage them to read more is an example of task-contingent rewards. The reward is given based on completion of a specific task or behavior (reading books).

Question 14

If you were to design a program using rewards to increase motivation, what type of rewards would it be the best to use, according to the authors of your text?

Accepted Answer

According to the authors of the text, performance-contingent rewards, which are contingent on achieving specific performance goals, are the most effective in increasing motivation. Task-contingent rewards, which are based on completing a task, may not be as effective as they do not take into account the quality of the work done. Aptitude-contingent rewards, which are based on natural ability or aptitude, may not be fair or motivating for those who do not possess that aptitude. Monetary rewards can be effective in certain situations but may not always be feasible or practical.

Question 15

A coach wants to motivate his soccer team to score more often by using a reward system. Based on what you read about preserving intrinsic motivation, how is it best for him to reward his team?

Accepted Answer

Performance-contingent rewards, such as rewarding the team for achieving a certain number of goals or for improving their scoring rate over a certain period of time, would be best for preserving intrinsic motivation. Task-contingent rewards can lead to a decrease in intrinsic motivation, as they focus solely on completing a task instead of the enjoyment of the task itself. Negative reinforcement (punishing the team for poor performance) and verbal rewards (yelling or praising) can also be detrimental to intrinsic motivation.

Question 16

According to the authors of your text, the overjustification effect is the tendency for people to view their behavior as caused by something

Accepted Answer

The overjustification effect occurs when people view their behavior as caused by extrinsic factors, such as rewards or punishments, rather than their own intrinsic motivation. This can undermine their intrinsic motivation over time. Therefore, option A is the correct choice.

Question 17

Rewards are not as likely to undermine intrinsic motivation when

Accepted Answer

Rewards that depend on how well people perform the task in question are more likely to enhance intrinsic motivation because they provide feedback on competence, which can be rewarding in itself. In contrast, rewards that are not tied to the quality of performance may be perceived as controlling and reduce intrinsic motivation.

Question 18

According to research mentioned in this chapter, when children initially enjoyed a game, then were rewarded for it, how did they later behave after the reward was removed?

Accepted Answer

According to the research mentioned in the chapter, when children initially enjoyed a game and were rewarded for it, they later behaved as though the reward was still present, but gradually played the game less after the reward was removed. This phenomenon is known as the "overjustification effect."

Question 19

Based on the idea of overjustification, if you have a group of children who already enjoy reading which of the following would be most likely to decrease their intrinsic motivation?

Accepted Answer

According to the overjustification effect, providing extrinsic rewards for an already enjoyable behavior can decrease intrinsic motivation. Therefore, rewarding the children for each book they read would be most likely to decrease their intrinsic motivation. The other options (allowing them to read as much as they choose, timing them for how long they read each day, and giving them achievement tests on reading) do not involve providing extrinsic rewards and are therefore less likely to decrease intrinsic motivation.

Question 20

Because they convey information to people that they are good at an activity, ________ are not likely to reduce intrinsic interest in that activity.

Accepted Answer

Performance-contingent rewards are likely to increase or maintain intrinsic interest because they directly acknowledge the individual's skill or success in the activity, reinforcing their competence and motivation.

Quiz 5: The Self: Understanding Ourselves in a Social Context