Question 1

Which one of the following statements best describes motivation theorists' concept of a sense of self-determination?
A) Reinforcing yourself when you do a good job
B) Believing that you have some choice about what you do
C) Deciding what kind of person you want to become
D) Knowing you can accomplish something if you just put your mind to it

Accepted Answer

Motivation theorists' concept of self-determination involves the belief that individuals have some level of control and choice over their own actions and outcomes. This sense of autonomy and self-direction is a key component of intrinsic motivation and can lead to greater engagement and satisfaction in activities. Choices A, C, and D touch on related concepts but do not fully capture the essence of self-determination.

Question 2

Mr. Lopez, a third-grade teacher, wants to enhance his students' intrinsic motivation to learn classroom subject matter. Three of the following strategies should accomplish this goal. Which one is not likely to enhance students' intrinsic motivation to learn?
A) Mr. Lopez explains that using quiet, "indoor voices" during a cooperative learning activity can help students accomplish their goals for the activity.
B) Mr. Lopez consistently shows students that he cares about their well-being and wants them to do well in his class.
C) Mr. Lopez promises his students that they can have free time at the end of the day if they do well on their spelling tests.
D) Mr. Lopez gives students the scaffolding they need in order to be successful at challenging tasks.

Accepted Answer

Promising students external rewards, like free time, for doing well on tests or assignments can actually decrease their intrinsic motivation to learn. This strategy emphasizes the importance of the reward rather than the enjoyment and satisfaction of learning for its own sake. The other strategies, such as explaining how to achieve goals, showing caring for students, and providing support for challenging tasks, can all enhance students' intrinsic motivation to learn.

Question 3

Relationships with peers are often foremost in 12-year-old Jonathan's mind and can have a huge impact on his emotional state. For example, when classmates treat him well, he's quite happy and self-assured, but when someone snubs him or makes fun of him, he becomes very depressed and thinks, "No one likes me." Which one of the following concepts related to motivation best explains Jonathan's significant mood swings?
A) contingent self-worth
B) self-handicapping
C) self-actualization
D) need for achievement

Accepted Answer

Contingent self-worth refers to the belief that one's self-worth is dependent on the approval of others or on external outcomes, such as success or failure. Jonathan's mood is heavily dependent on how his peers treat him, suggesting that his self-worth is contingent on their approval. When they treat him well, he feels validated and happy, but when they snub him, he feels worthless and depressed. This concept best explains his significant mood swings.

Question 4

Which one of the following best illustrates secondary control as a factor that can enhance a person's self of self-determination?
A) Alla says to her best friend, "I wish I were as smart as you are in math. I guess I just don't have good 'math genes.' "
B) Frustrated that he doesn't make the high school baseball team, Bob lashes out by hitting his younger brother.
C) When a classmate makes fun of Christine's slight speech impediment, she retaliates by saying, "Well, at least I have a good complexion. Those pimples of yours are really gross!"
D) When Donald gets a low score on an exam, he thinks, "I underestimated what it would take to do well in this class. I guess I need to start studying harder."

Accepted Answer

Secondary control refers to the ability to adjust oneself to a situation rather than trying to alter the situation itself. In option D, Donald is exhibiting secondary control by acknowledging his own responsibility in not doing well on the exam and deciding to study harder in order to improve his performance. This illustrates how secondary control can enhance a person's sense of self-determination because it allows them to take ownership of their actions and make changes accordingly.

Question 5

While working on a series of math problems, Kate stops after each problem to ask her teacher, "Did I do this right?" or "Is this one OK?" With this information in mind, which one of the following is most likely to be true about Kate?
A) She has a high need for affiliation.
B) She has a high need for approval.
C) She has a high need for achievement.
D) She has a high motive to avoid failure.

Accepted Answer

Kate's behavior indicates that she is seeking approval from her teacher, which suggests a high need for approval. This need may be driven by a desire to receive positive feedback and avoid criticism or disapproval.

Question 6

Which one of the following students exhibits a self-conscious emotion?
A) Krista is happy that her teacher has put her in the same cooperative group as her friend Darby.
B) Jacob feels ashamed that he missed an easy field goal during a soccer game.
C) For the past several months, Raina has been depressed about her parents' divorce.
D) Leo is excited that his class is going to the natural history museum next week.

Accepted Answer

Jacob is exhibiting the self-conscious emotion of shame, which arises from perceptions of failure, inadequacy, or falling short of expectations. The other options reflect positive or negative emotions that are not specifically linked to self-evaluations or self-consciousness.

Question 7

Marc loves playing ping pong. When he plays with a friend, he concentrates intently on the game and tries very hard to win. He experiments with different shots (occasionally losing a game in the process) and eventually perfects a few shots that are extremely difficult for an opponent to return. With this information in mind, which one of the following is most likely to be true about Marc?
A) He has a high need for affiliation.
B) He has a high need for approval.
C) He has a high need for achievement.
D) He has a high motive to avoid failure.

Accepted Answer

Marc's concentration, experimentation, and dedication to perfecting his skills all suggest a high need for achievement. He is motivated by the desire to succeed and improve, rather than seeking social approval or avoiding failure.

Question 8

Luke enrolls in an advanced chemistry class even though he's never taken a chemistry course before. With this information in mind, which one of the following is most likely to be true about Luke?
A) He has a high need for affiliation and a low need for approval.
B) He has a high need for approval and a low need for affiliation.
C) He has a high motive for success and a low motive to avoid failure.
D) He has a high motive to avoid failure and a low motive for success.

Accepted Answer

The answer of Luke enrolls in an advanced chemistry class...

Question 9

Three of the following reflect general dispositions that theorists have described. Which one would not be considered a disposition as psychologists typically use the term?
A) Anne has been afraid of snakes since she was a toddler.
B) Barry enjoys logic puzzles, mathematical brainteasers, and other logically challenging tasks.
C) Calvin refuses to take another person's word for something unless the person back up an idea or opinion with convincing evidence.
D) Donna is always looking ahead to future events and taking steps to be sure that things run smoothly.

Accepted Answer

Fear of snakes is not a disposition because it is a specific fear or phobia, not a general personality trait or tendency. Dispositions are usually more broad and pervasive aspects of one's personality that influence behavior across different situations. B, C, and D are all examples of dispositions.

Question 10

Mr. Rawlins is faculty advisor for the high school service club. He attends every meeting, and he regularly provides the support students need to carry out their activities. During group discussions, however, he typically sits in the back of the room and offers advice only if club members ask for it or if he thinks the club's planned activities are in some way inappropriate. In taking this approach, Mr. Rawlins is most likely to:
A) Promote debilitating anxiety
B) Decrease club members' sense of competence
C) Enhance club members' sense of self-determination
D) Reduce club members' interest in public service

Accepted Answer

By sitting back and allowing the club members to take the lead and make decisions, Mr. Rawlins is allowing them to exercise their autonomy and develop their own sense of self-determination. This can lead to increased engagement and motivation within the club.

Question 11

Three of the following behaviors reflect the need for relatedness. Which one does not?
A) As she studies for a physics exam, Christianne tries to think how she might apply physics in her own life.
B) Ashleigh and Diane pass notes back and forth during their math class.
C) Ted likes working with children and especially enjoys his volunteer activities with the Special Olympics.
D) Mike takes up smoking because he thinks it will make him look "cool."

Accepted Answer

The need for relatedness involves forming connections with others. Christianne applying physics to her own life reflects autonomy or personal relevance, not forming connections with others.

Question 12

Kiki is confident that she'll do well in the advanced math course she is taking this year. Given this information, which one of the following is most likely to be true about Kiki?
A) She will put in only the minimal amount of effort she will need to get a good grade in the class.
B) She will procrastinate in doing her assignments, sometimes to the point that it is impossible to complete them successfully.
C) She will be intrinsically motivated to learn the new ideas and procedures presented in the class.
D) During class time she will focus more on social relationships with classmates than on course material.

Accepted Answer

Kiki's confidence in doing well in the advanced math course suggests that she is intrinsically motivated to learn and understand the new ideas and procedures presented in the class. This means that she is likely to be driven by her internal desire to learn and excel in the course, rather than external factors such as grades or competition.

Question 13

Which one of the following descriptions best illustrates a trait theory of motivation?
A) "Did you see that big grin on Maurice's face when the principal announced that he was the winner of the essay contest?"
B) "Jane is always putting herself in dangerous situations. Maybe she likes the adrenaline rush that comes with living on the edge."
C) "Half of the time, Chloe seems bored with what's going on in class. I've tried everything I can think of to motivate her, but so far nothing's worked."
D) "Morey is really struggling with his reading, and his spelling is atrocious. I wonder if he has an undiagnosed learning disability."

Accepted Answer

Trait theory of motivation focuses on individual characteristics and personality traits that drive behavior. Option B describes Jane's behavior as being driven by her tendency to seek out risky and exciting situations, which suggests a personality trait or disposition is at play. Options A, C, and D focus on external circumstances or potential underlying factors, such as winning a contest, feeling bored, or having a learning disability, respectively.

Question 14

Marion puts off doing a project for the science fair until she has so little time to do it that she cannot possibly complete a good project. Such behavior is most consistent with the concept of:
A) drive
B) trait anxiety
C) hot cognition
D) self-handicapping

Accepted Answer

Marion's behavior of procrastinating until the last minute and then being unable to complete a good project is a classic example of self-handicapping. Self-handicapping occurs when individuals engage in behaviors that create an excuse for failure or subpar performance, thereby protecting their self-esteem. In this case, Marion procrastinates so that if she fails to complete a good project, she can blame it on not having enough time, rather than on lack of ability or effort.

Question 15

If you consider research findings regarding dispositions, which one of the following students would you expect to achieve at the highest level in the classroom?
A) Amy has the highest IQ in the class.
B) Britta eagerly seeks out new information and is conscientious about doing her schoolwork.
C) Claudia focuses largely on what's happening at the moment; she doesn't worry too much about might happen next week or next month.
D) When Delores encounters two or more perspectives on a topic, she quickly zeroes on the one she thinks is probably the "right" one.

Accepted Answer

Research has shown that a strong work ethic, eagerness to learn, and conscientiousness are all positive dispositions that contribute to academic success. Having the highest IQ may be helpful, but it is not a guarantee of success. Focusing only on the present moment and being quick to make judgments may hinder academic achievement.

Question 16

At try-outs for the school musical production, Trudy would like to gain the leading role, but she know that several other girls are trying out for the same role. Trudy instead auditions for the chorus, confident that she can make it without any difficulty. With this information in mind, which one of the following is most likely to be true about Trudy?
A) She has a high need for affiliation and a low need for approval.
B) She has a high need for approval and a low need for affiliation.
C) She has a high motive for success and a low motive to avoid failure.
D) She has a high motive to avoid failure and a low motive for success.

Accepted Answer

Trudy's decision to audition for the chorus instead of the leading role suggests she is more concerned with avoiding the potential failure of not getting the lead, indicating a high motive to avoid failure and a low motive for success.

Question 17

Which one of the following teaching strategies is most likely to increase students' sense of self-determination?
A) Mr. Aas reminds his students that they can't participate in the school's extracurricular sports program if their grade-point-averages fall below 2.0.
B) Ms. Brown asks her third graders to develop some class rules to ensure that all class members will have a chance to express their ideas openly.
C) Mr. Cranwell tells his middle school students that good writing skills are important in the business world.
D) Mr. Diaz gives his students enough practice with basic arithmetic facts that they learn them to a level of automaticity.

Accepted Answer

Asking students to develop class rules empowers them to take ownership of their learning environment and gives them a sense of control over the classroom. This can help increase their sense of self-determination. The other choices do not provide opportunities for students to make decisions or take ownership of their learning.

Question 18

Choose the teacher below who is most likely to promote a sense of self-determination in his or her students.
A) Ms. Andre provides several possible organizational schemes that students can use, if they wish, to organize their oral presentations.
B) Mr. Brooks reminds his students that the deadline for their research paper is a week from Friday.
C) Mr. Chambers praises his students for continuing to work quietly when he was called away from the classroom.
D) Ms. Dacono reminds her students, "You should know your multiplication tables by now."

Accepted Answer

Ms. Andre provides options and flexibility, allowing students to make choices and take ownership of their learning. This promotes a sense of self-determination.

Question 19

When choosing a partner to work on a science fair project, James selects a close friend who isn't particularly good in science. With this information in mind, which one of the following is most likely to be true about James?
A) He has a high need for affiliation.
B) He has a high need for approval.
C) He has a high need for achievement.
D) He has a high motive to avoid failure.

Accepted Answer

People with a high need for affiliation are motivated by establishing and maintaining positive relationships with others. James choosing to work with a close friend suggests that he prioritizes their relationship over finding the most qualified project partner in terms of scientific skills.

Question 20

Three of the following teaching strategies should enhance students' sense of self-determination. Which one is unlikely to do so?
A) Describing desired classroom behaviors in an informational manner rather than as what students "must" do
B) Suggesting study strategies that can help students learn classroom subject matter more effectively
C) Giving students occasional choices about how to accomplish classroom objectives
D) Making students well aware that you always know what they're doing and how well they're doing it

Accepted Answer

The choice D is unlikely to enhance students' sense of self-determination because it suggests a lack of trust and autonomy. Students need to feel that they have the freedom to make choices and take responsibility for their own learning without being constantly monitored and controlled by the teacher. A, B, and C are more likely to promote self-determination because they provide students with information, support, and opportunities to make decisions and take ownership of their learning.

Quiz 16: Motivation and Affect

Which one of the following statements best describes motivation theorists' concept of a sense of self-determination?

Mr. Lopez, a third-grade teacher, wants to enhance his students' intrinsic motivation to learn classroom subject matter. Three of the following strategies should accomplish this goal. Which one is not likely to enhance students' intrinsic motivation to learn?

Which one of the following best illustrates secondary control as a factor that can enhance a person's self of self-determination?

While working on a series of math problems, Kate stops after each problem to ask her teacher, "Did I do this right?" or "Is this one OK?" With this information in mind, which one of the following is most likely to be true about Kate?

Which one of the following students exhibits a self-conscious emotion?

Luke enrolls in an advanced chemistry class even though he's never taken a chemistry course before. With this information in mind, which one of the following is most likely to be true about Luke?

Three of the following reflect general dispositions that theorists have described. Which one would not be considered a disposition as psychologists typically use the term?

Three of the following behaviors reflect the need for relatedness. Which one does not?

Kiki is confident that she'll do well in the advanced math course she is taking this year. Given this information, which one of the following is most likely to be true about Kiki?

Which one of the following descriptions best illustrates a trait theory of motivation?

Marion puts off doing a project for the science fair until she has so little time to do it that she cannot possibly complete a good project. Such behavior is most consistent with the concept of:

If you consider research findings regarding dispositions, which one of the following students would you expect to achieve at the highest level in the classroom?

Which one of the following teaching strategies is most likely to increase students' sense of self-determination?

Choose the teacher below who is most likely to promote a sense of self-determination in his or her students.

When choosing a partner to work on a science fair project, James selects a close friend who isn't particularly good in science. With this information in mind, which one of the following is most likely to be true about James?

Three of the following teaching strategies should enhance students' sense of self-determination. Which one is unlikely to do so?