Question 1

Describe how learners' level of anxiety is likely to affect their learning and performance, being sure to include the concepts of facilitating anxiety and debilitating anxiety in your discussion. Then describe three strategies you might use to keep learners' anxiety at a productive level.

Accepted Answer

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Question 2

Three of the following testing practices are consistent with the textbook's discussion regarding motivation and classroom assessment practices. Which one is not?
A) Make sure students have enough time to answer all questions or complete all assigned tasks.
B) Make sure assessment results provide substantive information about what students do well and how they can improve.
C) Give students increasingly difficult questions or tasks when they get high scores.
D) Base grades on many small assessments rather than one or two big ones.

Accepted Answer

Giving students increasingly difficult questions or tasks when they get high scores is not consistent with the textbook's discussion on motivation and classroom assessment practices. This practice can lead to frustration and discouragement among students who may feel overwhelmed or unprepared for the new level of difficulty. Instead, the textbook suggests providing challenging tasks that are still within students' reach to help promote a sense of accomplishment and motivation. The other three practices - providing enough time for students to answer questions, providing substantive feedback, and using many small assessments instead of a few large ones - are consistent with the textbook's suggestions.

Question 3

Some motivation theorists believe that human beings have a basic need for relatedness.
a. In a paragraph, explain what theorists mean by this concept, and describe three different student behaviors you might see that would indicate a high need for relatedness.
b. In three additional paragraphs, describe three different strategies you might use to address students' need for relatedness in the classroom. Be specific as to what you might do.

Accepted Answer

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Question 4

Some motivation theorists believe that students are apt to be intrinsically motivated only if they have both a sense of competence and a sense of self-determination.
a. Briefly describe these two concepts, illustrating each with a concrete example.
b. With these two possible prerequisites for intrinsic motivation in mind, describe four strategies for promoting intrinsic motivation in a classroom setting.

Accepted Answer

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Question 5

Most early information processing theorists portrayed human cognition as being a relatively unemotional enterprise, but increasingly researchers have come to realize that cognition and emotion are closely intertwined. Drawing on the textbook's discussion of affect and its effects, describe three different ways in which cognitive processes and emotions are interrelated, and give a concrete example to illustrate each interrelationship you identify.

Accepted Answer

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Question 6

As a teacher, you have some students who clearly want to learn the subject matter you are teaching and other students who are interested only in the grades they get in your class.
a. Considering the textbook's discussion of extrinsic versus intrinsic motivation, how would you expect the two groups of students to differ in terms of classroom learning and performance? Describe five differences you are likely to see between them.
b. Describe three strategies you might use to promote intrinsic motivation in the grade-oriented students.

Accepted Answer

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Question 7

Describe the five needs in Maslow's hierarchy. Give examples of how individuals with each need might behave.

Accepted Answer

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Question 8

In a short paragraph, describe the basic idea underlying self-worth theory. In a second paragraph, explain what self-handicapping is and the role it plays with regard to self-worth. To illustrate your discussion, describe two different kinds of self-handicapping that might occur.

Accepted Answer

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Quiz 16: Motivation and Affect

Describe how learners' level of anxiety is likely to affect their learning and performance, being sure to include the concepts of facilitating anxiety and debilitating anxiety in your discussion. Then describe three strategies you might use to keep learners' anxiety at a productive level.

Three of the following testing practices are consistent with the textbook's discussion regarding motivation and classroom assessment practices. Which one is not?

Describe the five needs in Maslow's hierarchy. Give examples of how individuals with each need might behave.

In a short paragraph, describe the basic idea underlying self-worth theory. In a second paragraph, explain what self-handicapping is and the role it plays with regard to self-worth. To illustrate your discussion, describe two different kinds of self-handicapping that might occur.