Question 1

Which one of the following alternatives best describes the differences between people with a mastery orientation and those with learned helplessness?
A) People with a mastery orientation expect that they will have to work extremely hard to master new tasks. People with learned helplessness usually overestimate their abilities.
B) People with a mastery orientation set easily attainable goals and become frustrated when they don't attain those goals effortlessly. People with learned helplessness set goals that are almost impossible to attain.
C) People with a mastery orientation attribute their successes to external, uncontrollable factors. People with an attitude of learned helplessness attribute failures to internal, controllable factors.
D) People with a mastery orientation set high goals and seek challenges. People with learned helplessness underestimate their ability and set low goals.

Accepted Answer

People with a mastery orientation set high goals and seek challenges, whereas people with learned helplessness tend to underestimate their abilities and set low goals.

Question 2

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?
A) Learn more slowly than other children.
B) Be slow to exhibit behaviors that are likely to be reinforced.
C) Express anger and aggression.
D) Be fearful and withdrawn.

Accepted Answer

Learned helplessness is characterized by a lack of motivation and a belief that one's actions will not meaningfully affect outcomes. Expressing anger and aggression goes against this belief, as it suggests that one has the power to affect one's surroundings. Therefore, we would be least likely to see Mona exhibit anger and aggression.

Question 3

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?
A) A child has consistently focused on mastery goals, without regard for important performance goals.
B) A child has consistently encountered failure despite hard work and persistence.
C) A parent has consistently encouraged a child to give up when success doesn't come quickly and easily.
D) A child sees most or all peers consistently encountering failure in the domain.

Accepted Answer

Focusing on mastery goals without regard for performance goals is not typically associated with learned helplessness. Instead, it is a positive approach that emphasizes personal growth and development rather than external validation. Consistently encountering failure despite hard work and persistence, receiving messages that giving up is the best option, and witnessing peers experiencing similar failure are all factors that can contribute to learned helplessness.

Question 4

When 15-year-old Valerie discovers that she earned an A on last week's assignment, she expresses pride to her teacher and explains that she worked very hard on it. On the way home from school, however, she tells her friends that she didn't put much effort into the project at all and so is quite surprised about her high grade. From the perspective of research on attributions, how can we best explain Valerie's conflicting statements?
A) She suspects that her friends have performance goals rather than mastery goals, and she is trying to go along with the crowd.
B) She knows that her teacher is more likely than her friends to have an entity view of intelligence, and she tailors her explanations accordingly.
C) She knows that her teacher values hard work but that her friends do not, and she tailors her explanations accordingly.
D) Her social goals are taking precedence over her achievement goals on both occasions.

Accepted Answer

Valerie is tailoring her explanations to fit the specific expectations of her audience. She knows that her teacher values hard work and effort, so she expresses pride in her work to her teacher. However, she also knows that her friends may not value hard work in the same way, so she downplays her effort to fit in with them. This is an example of social tuning, where individuals adjust their behavior and language to match the expectations of their audience.

Question 5

Mr. Richardson does not expect much of his students from a poor, inner-city neighborhood. Given what we know about the effects of teacher expectations, which outcome is most likely?
A) His students are likely to learn information in a rote rather than meaningful manner.
B) His students are likely to develop more positive self-concepts than they would otherwise.
C) His students are more likely to develop a realistic understanding of their own strengths and weaknesses than they would otherwise.
D) His students are likely to achieve at a lower level than they would otherwise.

Accepted Answer

The most likely outcome based on the effects of teacher expectations is that Mr. Richardson's students will achieve at a lower level than they would otherwise. This is due to the self-fulfilling prophecy phenomenon, where students perform at the level that their teachers expect of them. Therefore, if Mr. Richardson does not expect much from his students, they are likely to internalize these low expectations and not perform up to their full potential.

Question 6

A student who has developed learned helplessness about his or her spelling ability is most likely to say which of the following?
A) "I have to work harder than my friends to learn to spell."
B) "I can learn how to spell words correctly without even trying."
C) "No matter how much I study words, I can't remember how to spell them."
D) "I would learn to spell eventually, but it's not worth the time it would take to do so."

Accepted Answer

A student who has developed learned helplessness about their spelling ability would feel that no matter how much they study or how hard they try, they will not be able to improve their spelling. Option C reflects this feeling of helplessness and lack of control over their ability to spell correctly. Options A and B suggest the student has some agency in improving their spelling ability, while option D implies that spelling is not a priority, rather than being an unattainable goal.

Question 7

Three of the following examples illustrate ways in which self-regulated learners can control their own motivation. Which one does not?
A) Linda enjoys doing her math homework, but she finds her Spanish homework boring.
B) Sanford continually reminds himself that doing well in his classes is important if he wants to get into medical school.
C) Reese, Malcolm, and Dewey turn their group study session into a mock quiz-show format.
D) When choosing a topic for her research paper, Nancy picks something she will enjoy reading about.

Accepted Answer

While Linda may enjoy doing one type of homework, her lack of enjoyment in another type of homework does not necessarily demonstrate self-regulated motivation. The other examples specifically illustrate ways in which learners control their own motivation, such as reminding themselves of goals, incorporating social and interactive elements, and selecting topics of personal interest.

Question 8

Three of the following conditions appear to be important for the development of a learner's internalized motivation. Which one of the following is probably not an important condition for internalized motivation to develop?
A) Important people in the learner's life have expectations for his or her behavior and will impose consequences for inappropriate behavior.
B) The learner is capable of abstract thought; from a Piagetian perspective, the learner has advanced to the formal operations stage.
C) The learner has some autonomy in terms of choosing how to act in various situations.
D) The learner feels the warmth and support of important people in his or her environment.

Accepted Answer

While abstract thought is important for various aspects of cognitive development, it is not a necessary condition for the development of internalized motivation. A, C, and D are all important conditions for internalized motivation to develop as they involve the learner's relationships with others and the environment in which they are learning.

Question 9

Three of the following strategies should engage students' interest in class material. Which one is least likely to do so?
A) Have each student read a different character's lines when the class is reading the play Our Town.
B) Asking students to imagine what it must have been like to live in medieval England.
C) Showing students a scientific phenomenon that isn't what they'd expect to happen given their existing beliefs about the world.
D) Telling students that occasional failures are probably due to circumstances beyond their control.

Accepted Answer

Telling students that occasional failures are probably due to circumstances beyond their control does not directly engage them in the class material and may even make them feel disempowered or disinterested. The other three options involve active participation or imaginative thinking related to the class content.

Question 10

Mr. James gives weekly quizzes in his social studies classes. Which one of the following boys is most likely to develop learned helplessness about his performance on those quizzes?
A) Alan usually gets As on the quizzes, but he once wrote down the wrong reading assignment and so failed a quiz over material he hadn't read.
B) Benjamin studies very hard, but due to a reading disability he has trouble understanding what he reads and usually fails the quizzes in spite of his efforts.
C) Corin never studies for the quizzes because he thinks social studies is a boring subject.
D) Darren usually gets at least a C on the quizzes, but he rarely does as well as his friend Eddie.

Accepted Answer

Benjamin's constant failure on the quizzes despite his efforts can lead him to believe that he has no control over the situation and develop learned helplessness.

Question 11

Considering research regarding when teacher-expectation effects are most likely to occur, which teachers should be most careful to communicate high expectations for students' performance?
A) First and second grade teachers
B) Third and fourth grade teachers
C) Teachers of students who are beginning their second year of high school
D) Teachers of students who are finishing their final year of high school

Accepted Answer

Research suggests that teacher-expectation effects are most likely to occur in the early grades, specifically first and second grade. Therefore, first and second grade teachers should be the most careful to communicate high expectations for students' performance.

Question 12

Researchers have identified several reasons why students may avoid seeking help when they need it during a learning task. Three of the following are among the reasons they've identified. Which one is not such a reason?
A) Students worry that others may belittle their requests for help.
B) Students want to maintain their sense of autonomy and independence.
C) Students are worried that asking for help might make them look foolish or incompetent.
D) Students have mastery goals, but not performance goals, relative to the subject matter.

Accepted Answer

Option D is not a reason why students may avoid seeking help during a learning task. The other options (A, B, and C) are supported by research and have been identified as common reasons for students to avoid asking for help. Option A highlights the fear of being judged by peers or teachers, which can be a barrier for some students. Option B relates to the desire for independence and self-sufficiency, which can sometimes conflict with asking for help. Option C addresses the fear of looking incompetent or foolish, which can also prevent students from seeking help.

Question 13

In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance?
A) Ms. Littlefield assigns Owen a difficult math problem.
B) Mr. Oya frequently engages René in conversation before class.
C) Ms. Ingalls rarely gives Joseph any feedback about his performance.
D) Mr. Montoya gives Mei-Yau many opportunities to answer questions in class.

Accepted Answer

Ms. Ingalls rarely giving feedback to Joseph indicates that she may not have high expectations for his performance and is not invested in helping him improve.

Question 14

Three of the following illustrate a product goal toward which learners might strive. Which one illustrates a process goal?
A) Trying to get one's form right in serving a tennis ball
B) Trying to earn scores of 95% or higher on weekly spelling tests
C) Trying to get an editorial published in the local newspaper
D) Trying to win a race

Accepted Answer

A product goal focuses on achieving a specific outcome or result, such as winning a race or getting an editorial published. A process goal, on the other hand, focuses on the steps or strategies needed to achieve that outcome. In this case, trying to get one's form right in serving a tennis ball is a process goal because it focuses on the steps and techniques needed to improve one's tennis skills.

Question 15

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?
A) Becoming a reporter for a national news channel such as CNN
B) Maintaining a 4.0 GPA throughout the high school years
C) Learning the symbols for all the elements in a chemistry class
D) Shooting for admission to a local community college rather than a prestigious and highly selective private college

Accepted Answer

Learning the symbols for all the elements in a chemistry class is a specific and achievable goal that can be accomplished in the short term, making it a proximal goal. Options A, B, and D are long-term goals that require a significant effort over a longer period of time.

Question 16

Rosamie does her homework primarily to gain her teacher's approval. She has little internal desire to do her homework, although she does feel slight twinges of guilt when she fails to get an assignment done on time. If we consider the sequence that Deci and Ryan have described for the development of internalized motivation, Rosamie appears to be showing:
A) external regulation
B) introjection
C) identification
D) integration

Accepted Answer

Rosamie's motivation is based on avoiding negative consequences (guilt) and gaining external approval (her teacher's approval), which is characteristic of introjection.

Question 17

When Scott was first learning how to write, he wrote quickly and sloppily, without regard for how his papers looked. But his teachers praised him regularly for writing carefully and legibly, and eventually he began to pride himself on his neat and careful handwriting. This transition can best be described as:
A) Acquiring an external locus of control
B) Developing internalized motivation
C) Developing situational interest
D) Developing extrinsic motivation

Accepted Answer

Scott's transition from sloppy writing to neat and careful handwriting is an example of developing internalized motivation, as he began to take pride in his own work and value the act of writing carefully for its own sake.

Question 18

Marlita failed her English literature exam. Given what research tells us about the role of self-protective bias as a factor affecting students' attributions, how is Marlita least likely to explain her failure?
A) She had bad luck.
B) She didn't study enough.
C) The teacher writes bad exams.
D) The room was too noisy during the exam.

Accepted Answer

Self-protective bias leads individuals to attribute their failures to external factors rather than their own lack of effort or ability. Therefore, Marlita is least likely to blame her failure on not studying enough, as this would be an internal attribution.

Question 19

Which one of the following would be the best thing to do if a teacher wanted to help students internalize values that would help them achieve success over the long run?
A) Give frequent pop quizzes as a way of encouraging them to study every night.
B) Conduct "history trivia" competitions using a television game-show format.
C) Assign reading materials that have been written for professionals in such disciplines as biology and archaeology.
D) Help them understand why certain skills are important in the adult world.

Accepted Answer

Helping students understand why certain skills, such as problem-solving, critical thinking, effective communication, and collaboration, are important in the adult world can instill values that would help them achieve success over the long run. This approach is more effective than simply encouraging them to study frequently or engaging in trivia competitions that may not necessarily contribute to their academic or personal growth. Assigning professional reading materials may also be beneficial, but it may not necessarily help students internalize values that they can apply beyond the classroom setting.

Question 20

Mark and Meg are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?
A) Mark will think he failed because he "just can't do math." Meg will think, "I got an F because I didn't work hard enough on this subject-I could have studied more."
B) Mark will attribute his failure to a lack of effort, thinking, "I didn't study very hard because I don't care about getting good grades." Meg will think, "I'm just not very good at math."
C) Mark will think that he isn't very lucky when it comes to tests, and Meg will think that she failed because she didn't have friends that could help her study.
D) Mark will think, "I got an F because I'm not smart enough to do this math." Meg will think, "I failed because the teacher hates me and the test wasn't fair."

Accepted Answer

According to research on gender differences in attributional styles, boys are more likely to attribute their failures to lack of effort whereas girls are more likely to attribute their failures to lack of ability. Therefore, Mark is more likely to think that he failed because he didn't care enough to study and Meg is more likely to think that she failed because she isn't naturally good at math. Choice A is incorrect because it reverses the likely attributional styles for boys and girls. Choice C is incorrect because it suggests irrelevant explanations for the failure. Choice D is incorrect because it attributes the failure to fixed traits rather than effort or ability.

Quiz 17: Cognitive Factors in Motivation

Which one of the following alternatives best describes the differences between people with a mastery orientation and those with learned helplessness?

Mona is showing signs of learned helplessness. Which one of the following would we be least likely to see her do?

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?

Mr. Richardson does not expect much of his students from a poor, inner-city neighborhood. Given what we know about the effects of teacher expectations, which outcome is most likely?

A student who has developed learned helplessness about his or her spelling ability is most likely to say which of the following?

Three of the following examples illustrate ways in which self-regulated learners can control their own motivation. Which one does not?

Three of the following conditions appear to be important for the development of a learner's internalized motivation. Which one of the following is probably not an important condition for internalized motivation to develop?

Three of the following strategies should engage students' interest in class material. Which one is least likely to do so?

Mr. James gives weekly quizzes in his social studies classes. Which one of the following boys is most likely to develop learned helplessness about his performance on those quizzes?

Considering research regarding when teacher-expectation effects are most likely to occur, which teachers should be most careful to communicate high expectations for students' performance?

Researchers have identified several reasons why students may avoid seeking help when they need it during a learning task. Three of the following are among the reasons they've identified. Which one is not such a reason?

In which one of the following situations does a teacher's behavior reflect low expectations for a student's classroom performance?

Three of the following illustrate a product goal toward which learners might strive. Which one illustrates a process goal?

The textbook recommends that teachers encourage students to set and work toward proximal goals. Which one of the following illustrates a proximal goal?

Marlita failed her English literature exam. Given what research tells us about the role of self-protective bias as a factor affecting students' attributions, how is Marlita least likely to explain her failure?

Which one of the following would be the best thing to do if a teacher wanted to help students internalize values that would help them achieve success over the long run?

Mark and Meg are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?